This
unit focuses on various genres of African American literature—all with the
underlying theme of determination.African American culture is strongly embedded in our society.The progression of equality for all
Americans has deterred many notions of racism and segregation, but nonetheless,
these notions and feelings still exist within our American culture. Students
must become educated and aware of the struggles and achievements of many
African Americans. “There are two major purposes for including multiethnic and
multicultural literature into our school literature programs: to develop our
students’ knowledge of and respect for the extraordinary religious, racial, and
ethnic diversity of American citizens, and to enhance their familiarity with
and appreciation of the literary traditions of other peoples in countries
around the world.” (Strosky, 1994, p.28) As the unit study emphasizes,
knowledge is power. In order for students to make educated, well-informed
choices and actions related to discrimination and racism in their lives, they
must be aware of the history of the culture’s development.Not only must students come to appreciate
and recognize these struggles and achievements, but they must also be able to
identify key acts and events that mark progression in the fight for equality:

…reframing
of a historic and complex issue recast the traditional policy debate from how
best to uplift the Negro economically to how to arouse Americans from their
moral slumber over the gap between democratic beliefs and racist behavior.The intellectual reframing of the situation
of course, became a basis for the moral authority of the civil rights movement
in the 1960s and its leaders’ extraordinary success in reducing the distance
between Americans’ ideals, and racial practices, a struggle that continues
today. (Cuban, 1992, p. 8)

Desegregation
may exist within American school systems, but discrimination is still prevalent
in the hearts, attitudes, and minds of many Americans. Student should become
educated about various cultures, their economic struggles, and their right to
live in a democratic and diverse society.Through the use of multiple genres in classic and modern African
American literature, students will gain an appreciation for the legendary
traditions of story telling, and the historical accounts of narratives rooted
in the culture’s struggle and progression. This unit will engage the students
in multiple genres of readings and activities that center around the concept of
equality, determination, and knowledge of a culture’s history in America.

This unit uses multiple genres of
literature in order to broaden students’ perspectives and educate them about
narrative functions.Rather than one
simple text, or one piece of literature, this unit will expose the students to
multiple genres of literature. “Anything you read—a short story in an airline
magazine, the front of the National Inquirer, a new novel, the latest
poem, a book your own children ask you to read, the writing of an African poet—is
a potential candidate for the curriculum.” (Purves, Rodgers &Soter,
1995,p. 78) Not only will the students
read contemporary and classic literature, but they will also use news articles,
television, rap lyrics and other forms of texts in order to engage their
interest and to expand their reading perspectives.

Some
of the assignments allow the students to independently choose what texts they
will read in order to complete their writing assignments. The assignments are
only unified in the use of narrative perspectives or topic—what the students
choose to write is up to them:

If
the first cardinal rule is “Give students some real choice of assignments so
that they want to do them and you can be sure that any problems will result
from true compositional difficulties, not from poor motivation,” the second
cardinal rule is “Put writing to some realistic use after it is done, and make
clear in advance writing what that purpose and audience are.” Assignment
directions and directions should stipulate purpose if it’s not distinctly
implied there or elsewhere.(Moffett,
1981,p.25)

There
is no reason that all students should be expected to write the same texts in
the same way; students must be allowed to make choices that will make them
comfortable in their writing endeavors. Also, students must be given the
freedom to write pieces that are prevalent to their lives. “Don’t assume that
only some books are for the ‘bright’ students and some for the ‘dummies.’…Above
all you can have your students make their own selections. Don’t forget that
independent reading is one of the goals...” (Purves, Rodgers &Soter,
1995,p.78) Many of the readings and
assignments focus on the students’ opinions, beliefs and thoughts—while using
the unit concepts and literature as a foundation. It’s important for students
to be able to integrate their own voice and thoughts into their reading and
writing practices.

Students
must also be made aware of the purposes for their writing activities; they need
to know why it’s important for them to complete certain writing
assignments.

“Rather
than merely empathizing (or not) with a particular character, for example,
students can be taught to question how specific readings are produced, and
why.” (Mellor & Patterson, 2000,p.516) Students must be exposed to various perspectives and purposes in
writing in order to intrigue their interest of writing functions. Through an
increased understanding of writing objectives, students will be able to
understand the purpose and expected intentions in their writing
activities.All of the assignment
direction sheets in this unit provide not only the directions, but also the
purpose for the activities that the students are expected to complete.

The
unit assignments focus on various genres of writing, which correlate and
integrate the multiple types of readings used in the unit’s study. It’s
essential for students to be exposed to various genres of literature and texts,
so that they are better able to formulate their own opinions and approaches for
reading various types of texts. Reading is a prevalent activity in the lives of
many students, and it doesn’t primarily center on novels, or textbooks, but
rather their daily reading ventures involve multiple types of texts. If
students aren’t solely exposed to one type of text in their daily lives, then
why would a teacher want to only use one type of text in the classroom?
Shouldn’t the classroom experience become an impetus that will prepare students
to become educated and informed members of our society as a whole?

Each
student must be given an equal opportunity to learn, an equal opportunity to
engage in classroom practices and procedures. Multiple texts provide students
with the opportunity to comprehend the theme or concept of the unit, while
using texts that are appropriate for their individual learning levels:

Engaging
all students in a themed study or unit is a challenge that teachers can resolve
by using materials that match students’ independent or instructional reading
levels. So, when students face textbooks that are above their reading levels,
teachers can help them access the required information by filling their
classrooms with multiple texts that vary in readability level, allowing every
learner to read and participate.(Robb,
2002,p.28)

No
two students are exactly alike, and no two students learn at the same pace, at
the same level, or with the same material. A classroom that is filled with
multiple learning level students must also include multiple learning
procedures, texts, and activities. The opportunity for student success can be
measured by the extent of opportunities provided.

Not
only should students be exposed to multiple genres of literature, but they must
also work with, read, and write multiple genres from various narrative perspectives.
Student achievement must also be assessed in various forms. Summative
assessments are a great way to gage the students’ understanding of material,
but other assessments types need to be included. If the students are being
exposed to multiple forms of reading and writing in order to access the most
suitable methods of individual learning, then it seems only appropriate that
their assessments should provide multiple measurement techniques. This unit not
only uses summative assessments, but it also uses performance, reflection, and
comprehensive assessments (assessments further explained in the assessment
section).

The
main objective for using multiple perspectives in reading, writing and
assessments is to provide the students with the most appropriate opportunities
for academic success. The use of multiple texts can help students further their
knowledge of content area studies, and it also gives those students who are not
confident readers the ability to read text with lower reading levels. Multiple
genres of reading and writing practices will provide the students with a better
chance for equal opportunities to learn, and help those students who aren’t
proficient readers to engage in suitable reading strategies.

Multiple
texts enable teachers to offer students books they can read, improve students’
application of reading-thinking strategies, build confidence, and develop the
motivation to learn. By using multiple texts, all students have the opportunity
to learn new information and make meaningful contributions to discussions.
Moreover, varied texts provide multiple perspectives that help students rethink
events and issues that impact everyone and deepen their knowledge of literary
genres. (Robb, 2002,p.32)

This
unit uses multiple genres of literature as a foundation for growth and progress
in student achievement and interest.Students must become readily engaged in class discussion, participation,
and topic interest. The use of multiple perspectives in reading and writing
expands student knowledge and abilities to comprehend course material.The more ways that knowledge is made
available, the more availability the students will have to that knowledge.

·Students will
frequently read a variety of texts in order to develop expertise in reading.

·Students will read
multiple genres of literature in order to expand their reading perspectives,
and to expose them to multiple reading level materials.

Writing

·Students will become
proficient writers in order to effectively convey their ideas through writing.

·Students will
compose multiple genres of writing in order to discover the most effective
techniques for writing strategies.

Literature

·Students will use
multiple types of African American literature to gain an appreciation for such
literature’s content.

·Students will be
exposed to the general concepts of slavery and the Civil Rights Movement in
order to expand their knowledge of the event’s history.

Objectives
Reflecting “Best practices”

Reading:

Reading
Comprehension is currently one of the most controversial topics of debate in
education. There has been so mush speculation about what reading comprehension
is, how to measure it, and how to improve it. This is definitely an area with
no quick fix answers, and there isn’t a “one-approach solution”. This unit
focuses on continual reading strategies and constant reading practices. In
order for students to become expert readers, they must learn how to make
reading a prominent activity in their lives. Students may, at first, feel
uncomfortable with a heavy reading load, but the more frequently they read, the
more comfortable they will become in their reading practices. It’s also
important for students to know what they’re reading about; if they are
constantly exposed to material that is far past their reading level, then they
will easily become discouraged. This semester’s curriculum will engage the
students in continual, daily reading practices.

·Students will be
able to develop expertise in reading, such as: reading comprehension; analyzing
word structure; and identifying key concepts of text construction—through
constant exposure to various types of texts.

Students must be
given a purpose for their reading endeavors; they need to know why it’s
important for them to read what they’re reading.Multiple genres of reading will expose the students to numerous
types of reading material. When students read, they must become familiar with
the purposes of texts. If students become familiar with the different purposes
of various texts, then they will be able to comprehend the text material at a
faster rate and with a deeper understanding.Throughout the semester, the students will be asked to identify the
various purposes and uses for perspectives in their reading assignments.

·Students will be
able to identify multiple perspectives and the various purposes for
constructing multiple types of literature, e.g., to persuade; to tell stories;
to express feelings and emotions; to present issues for concern; to inform,
etc.—in order to conceive the most appropriate concepts when reading
literature.

Objectives Reflecting “Best practices”

Writing:

Good writing style
isn’t something that’s achieved overnight; it takes a lot of practice.As with reading comprehension, there is no
“one way” to teach writing style. Students must develop their own writing
style, at their own pace.This unit
focuses heavily on the clarity and purpose of effective writing. If the
students are able to identify the main objectives and purposes for their
writing, then they will be far more likely to communicate their ideas and
thoughts effectively.As with any
developed talent, constant practice is the best key to substantial achievement.
The more students practice writing, the more comfortable and confident they
will become. Throughout this unit, and the semester, students will be exposed
to constant writing practices in order for them to develop an idiosyncratic
method of writing techniques, style, and voice.

·Students will be
able to write effectively, e.g., thoroughly communicate ideas; articulate
meaning through writing tone and voice; develop a strong writing style; and
fluidity in writing; —through constant writing practices, in order to become
proficient writers.

In order for the
above goal to be achieved, students must be given flexibility with their
writing practices. With so many various genres of literature available, it’s
essential that students not only read a multitude of texts, but that they learn
how to write using various methods of purpose.Also, in order for students to discover their individual writing style
and tone, they must be exposed to a broad range of writing practices in various
genres; this will allow them to find the genres and narrative perspectives that
they are most comfortable with. The semester’s curriculum will require students
to write multiple genres of texts—they must learn to adapt to various writing
techniques and narratives.

·Students will be
able to compose multiple types of texts, e.g., short stories, summaries,
narratives, poems, drama, biographies, song lyrics, speeches—in order to
discover the most effective techniques for writing strategies.

Objectives Reflecting “Best
practices”

Literature:

The history of
African American Literature is so richly embedded in our society. Students must
be exposed to the struggles and hardships that, not only slaves, but many
African Americans have endured. Through such exposure, students will gain an
appreciation and understanding of the culture and the fight for equality.Students will be exposed to various genres
of African American Literate in order to enhance their appreciation for the
texts, and also to ensure their comprehension of the material. Racism and still
exits in our society, and it’s important for students to become educated about
the precarious effects that discrimination can and has caused. Students should
learn to value the determination, and the uprising of those who have fought for
equality and justice of mankind. The semester’s curriculum will integrate the
histories of multiple cultures, in order to create an educated democratic and
diverse society.Students must learn to
appreciate and value the differences of individual cultures.

·Students will be
able to value various types of African American Literature, e.g. slave
narratives, folklore, speeches, drama, rap, and poems, etc. to gain an
appreciation for struggles, literacy, determination and perseverance that are
embodied in the literature’s content.

It’s important for
students to not only become familiar with the key people, places, and events
associated with the white male dominant culture, but they must also be exposed
to other authors and events that are, nonetheless, still prominent in our
culture as Americans.The concept of
equality had been an issue for centuries. In order for students to continue the
fight for equality in their own lives, they must become educated with the
history of progression, so that they are able to make educated,
well-constructed opinions and decisions. Not only will students become familiar
with the hardships that many African Americans faced, but also throughout the
semester they will become familiar with many other culture’s (Native Americans,
Latin Americans, Indians, Jewish, Asians, etc.) progressions of equality, and
the struggles that they’ve endured.

·Students will be
able to identify key people, key events and dates involved with the progression
of racial equality in America, e.g., slavery, the Middle Passage, Frederick
Douglass, Martin Luther King Jr., The Civil Rights Movement, in order to expand
their knowledge of the event’s history.

Overview of Lesson Plans

Lesson#1: The teacher will introduce the class to the new
unit study, and go over the class notes about the various types of narration
and biographies, and then there will be a group discussion about the reading
from Olaudah Equiano. Finally, the teacher will explain the assignment
direction sheet details for the Middle Passage First-person narration
assignment.

Lesson#2: The teacher will introduce Frederick Douglass and
give a brief overview of his life and his success, and then the students will
take turns reading selected sections of Chapter IIV of The Narrative Life of
Frederick Douglass out loud. After the students have read the text out loud,
the teacher will discuss key concepts of Douglass’ achievements in reading. The
teacher will then tell the students about found poems and have them write one.
Lastly, the students will be given directions for their reading-value collages,
and will begin working on them.

Lesson#3: The teacher will introduce the students to
suffixes and prefixes and go over the in class note sheet. The students will
then be given an affix sheet to work on in class. After that, the teacher will
go over some word deconstruction techniques, and will give the students the
word deconstruction homework sheet.

Lesson#4: The teacher will hand out the word deconstruction
direction sheet, and the students will do an in-class assignment relating to
it, then the teacher will hand out the word definition homework sheet. Next,
the teacher will have the students read the two poems about Frederick Douglass
aloud, and after that, they will form small groups and answers some questions
about the poems’ meanings.

Lesson#5: The class will have a discussion about the group
work from the previous day. After the class discussion, the teacher will go
over the in class fill-in-the-blank note sheet about third-person narration,
and then the teacher should hand out the binder requirements sheet. Finally,
the students will be asked to write an in-class reflection about Frederick
Douglass from a third-person perspective. For homework, the students will be asked
to write a poem about Frederick Douglass from a third-person omniscient point
of view that will be due the next class period.

Lesson#6: The teacher will have the students read their
poems and parts of the speech reading assignments aloud, and then they will
form groups to discuss the variations between first-person perspectives. The
teacher will hand out the speech presentation research assignment and
explain.

Lesson#7: The teacher will lead a class discussion about the
topics from the previous day’s group discussion answers, then the students will
present and explain their reading collages. Also, the teacher will handout
article homework sheet.

Lesson#8: The teacher will have the students get into groups
and brainstorm, and then they will read the lyrics to a song, listen to it, and
fill out the three-level guide, and finally they will write a cinquain poem.
Students will be given the song writing homework sheet.

Lesson#9:
The teacher will ask for
volunteers to read their songs out loud, hand out the different level question
sheet, have the students read selected folktales out loud, and finally, the
students will get into groups and discuss folktales.

Lesson#10: The students will present their speeches.

Lesson#11: The teacher will ask for volunteers to read
folktales, the class will discuss the group answers on the folktale readings,
and then the class will go to the media center so the students can use the
computers for an on-line vocabulary scavenger hunt.

Lesson#12: The teacher will go over the in class notes, read
a poem out loud, and will discuss key concepts of drama script (drama vs.
narrative). The students will form groups and answer the questions on the group
worksheet. The teacher will hand out second-person perspective homework
assignment.

Lesson#13: The teacher will go over the discussion questions
from the previous day and then students will watch the same part of two
different movies based on the play “A Raisin in the Sun”. Finally, the students
will be given the perspective worksheet as homework.

Lesson#14: The teacher will give a brief review of elements
in a biography. Also the teacher will discuss Maya Angelou with the class. The
students will then read the selected poems out loud. The teacher will hand out
the binder/portfolio requirement direction sheet, and will review for the unit
exam.

Lesson#15: The teacher will collect the TV—Bio homework, and
will hand out the unit exam.

Overview of
Projects

Completed In class note sheets: Throughout the unit, the students will be given
fill-in-the-blank notes sheets, which they will fill out as the teacher
introduces and explains various concepts. These note sheets are used to help
guide the students through the direct lesson material; they are used to assure
that the students have proper notes and information to use when studying for
the exam. They may also use these notes to refer back to during different
projects and assignments.

·Narration Part I:
First-person

·Affixation

·Narration Part II:
Third-person

·Narration Part III:
Second-person

Completed
Group Assignment Sheets:
Throughout the unit, students will be asked to form groups and fill out the
group question sheets. The students should discuss the questions on the sheets
and answer them as a group. The group questions are based on various readings
and highlight the main focus of those readings. Although this is a group
assignment, each student is required to fill out a separate sheet with the
group answers; this is done to insure that each student has, at the very least,
been exposed to the questions and the answers (despite their participation in
the group work).

·On readings from
Olaudah Equiano

·On readings by
Frederick Douglass

·For reading on Speeches: Martin
King jr. “I Have a Dream”, and “Speech to the Women’s Rights Convention”, by
Sojourner Truth.

In Class
Assignments: Various in-class
assignments will be given to the students throughout the unit study. Most of
the in class assignments should be turned in the same day, but some of the
assignments (if not finished during class time) will be given as homework.
These in-class assignments allow the students to ask questions as they are
working, and it also allows them to work with concepts immediately after they
have been taught; this will help to ensure the students’ comprehension of the
material.Also, the in-class
assignments bring variety into the classroom. It’s important to integrate
various projects and activities in the same lesson, so that students stay
focused and motivated.

·Affix worksheet

·Word deconstruction
worksheet

·Third-person
Frederick Douglass reflection writing

·Article homework
assignment

·Three-level guide

·Cinquain poems

·Vocabulary Scavenger
Hunt

Homework/Assignments:Most of
these homework assignments are based on writing practices, which integrate various
narrative perspectives and genres. The homework assignments vary greatly in
difficulty; some are as simple as poem and song writing, while others require
research, analyzing and synthesis. It’s important to make sure that the
students are given a wide variety of assignments because students’ learn in
very different ways. In this unit, students will be exposed to plethora of
writing strategies and activities at various levels of difficulty.

·Middle Passage
First-person narration assignment

·Frederick Douglass
found poem

·Third-person
omniscient point of view poem

·Five word definition
sheets

·“Value of Reading”
grade sheet

·Song lyric writing

·Answers to Unit
Questions

·Reflective speech
paper

·Folktale stories

·Second-person
perspective homework assignment

·Multiple perspectives
homework assignment

·TV—BIO assignment

Journal Reflections: Throughout the unit, students will
be asked to write journal reflections that will focus on specific concepts,
readings and ideas. The reflections give the students a chance to write
informally, and to use their natural voice. Also with reflections, students
will be able to assess their own knowledge of the content material.

·Summary on thoughts
about the Middle Passage

·Summary of Frederick
Douglass readings

·Reflection about Frederick
Douglass from a third person perspective.

·One-page
self-reflective journal entry on the “I have a Dream” speech

·“Raisin in the Sun”
Reflection

Explanation of Assessments

Unit
Portfolio(Comprehensive/Lesson
14)

The students will be given a
portfolio assignment that will assess their progression of work throughout the
unit study. The portfolio will include all original assignments, any revisions,
and self-reflections of their work. This portfolio will allow the teacher to
make sure that all students have completed all the writing assignments, and it
will serve as a good model for showcasing their work.

(All pieces should be neatly organized in a
three-ringed binder):

·A cover page with
name, class, date, etc.

·A table of contents

·Grade log

·A reflection paper
that should identify, individually, what they have learned from the unit’s
readings, writing assignments, and discussions. (1-2 pages)

·A personal reflection
about their goals and aspirations for the future, and how they plan to achieve
these goals. Also, the students should state how determination and perseverance
will help them to achieve these goals.

·Any revision
statements along with revisions and original pieces

Speech Research Presentation (Lessons 6 & 10)

Purpose: For this assignment, the students will be
asked to think about how speakers use narration, story telling, personal
feelings and experiences to persuade an audience. They will be asked to find a
persuasive article, read it, research other information about he issue, and
form their own opinion about the topic. After this, they will be asked to write
and present a persuasive speech about the issue. This assignment will assess
the students’ knowledge of narration, perspectives and narrative purposes.
Also, this assignment will allow them to display their comprehension of
selected research readings.

“Value of Reading Collage” (Lessons 2 & 7)

For this project, the students will create a
poster-board collage that has pictures, texts, and magazine cutouts that
display the different things that they read on a daily basis. It should also
express the value of reading in their lives. Along with their poster-board, the
students will turn in a paper that answers questions like: “What value does
reading have in my life?”, “How did Frederick Douglass value reading?” “Why?”,
“ How will reading help my success?”, “How did reading help Frederick Douglass’
success?”, “What role does reading play in my life?”. This collage, and
reflection paper will assess the students on an affective level, rather than
cognitive. It’s often hard to assess affective learning, but this project will
force the students to recognize the significance of reading in their lives, and
to identify the role that literacy played in Frederick Douglass’ success.

Summative Final Exam (Lesson 15)

This
exam will assess the students’ understanding of the unit material and their
abilities to apply various narrative perspectives to different genres. The exam
will use multiple choice, true/false, interpretive and essay questions, in
order to assess the students’ comprehension of the unit study. The exam will go
farther than simple recall and memorization; the students will be asked to
apply, create, evaluate, compare, develop, and recognize various concepts,
genres and narratives covered in the unit.

Formal Assessments

·Speech
Research Presentation: Lessons 6 & 10

·Value of
Reading Collage: Lessons 2 & 7

·Unit
Portfolio: Lesson 14 (Comprehensive)

·Unit
Exam: Lesson 15 (Summative)

List of Texts

Autobiographies/Narratives:

·Chapter II from The
Narrative Life of Olaudah Equiano

·Chapter IIV from The
Narrative Life of Frederick Douglass, an American Slave

[Nelly]
I went through, 8 different schools in, 12 different years
That's 30 different teachers, over ten thousand different peers
And I done fought in e'ryone, been suspended e'rytime
Besides a few a felony, done committed e'ry crime
But never braggin on, just want you to see me what I done done
I'm never proud of it, so I don't have to go back there again
And uhh, I used to go like house to house (man)
Sleepin on couch to couch (you know)
Walk around stickin out my hands, lookin for a handout
Only thing I handed out was more bills
Only thing pulled me out was my will
God told me the sun don't chill
Determined to make use of one of these skills
Either that or go beat the block
Ain't no way you can beat the cops
Ain't no way I can beat the clock
Just a matter of time shut down your shop
Ohh, you stay up day and nights, livin this way of life
I was +Young and Restless+
+All My Children+ came and then I had a +Guiding Light+ (hey)
No more of that sittin mayne (c'mon) sittin and waitin
and thinkin somebody comin to take me up off them streets
But now I know..

[Chorus - Anthony Hamilton]
Nobody told me that the road would be easy, yeah
I don't believe, I've made it this far
My whole life, man I've been workin so hard and I know
Nobody told me that the road would be easy (Whoaaaaaa, that the road)
I can't believe, I've made it this far (Whoo, yeahhh)
My whole life, man I've been workin so hard and I know
I can tell you right now, I'm sayin
I could sit here and count on one hand
How many people seen me graduate
I know a few that did but a bunch that ain't (hey)
Same folks showin up in swarms, waitin for me to go on
Wantin to see Ali perform, wasn't so po' before
I became this household name
I was playin them Little League games
Nobody curred if I go 0-for-3
Nobody out hurr rootin for me but my Momma
Supported me in e'rything, "Why she get e'rything?"
Some people got the nerve to ask
Y'all can kiss my ass, and that's my Momma
Got a sister that need my help (hey) and I gave peace all with wealth
Give anything that I have, just to see her in perfect health
Now we out hurr complainin, "I got work to do" (ohh)
How bad you think you got it, somebody else got it worse than you (hey)
I done had them down and ups and, don't plan on comin back down (no)
Don't plan on leavin hurr no time soon, but I got too comfortable now
Wouldn't have no knowledge of wealth, without no knowledge of self
And I'ma keep walkin this road - my mind, body and soul
I know [echoes]

[Chorus]

[Anthony Hamilton]
I didn't knowwwww
There'd be troubles along the way (I didn't know there'd be troubles)
Nobody told me nothin (nobody told me nothin)
That would help me to ease my pain (to help ease my pain, yeah)
I've been walkin this roooooad, for forever and a day (forever and a day)
Now I've been searchin somethin (whoa-ohhh)
For someone to help me find my way (somebody help me, find my way)
And now I know

EQUALITY

By Therese Howard

(2002)

You declare you see
me dimly

Through a glass
which will not shine

Thought I stand
before you boldly

Trim in rank and
marking time

You do own to hear
me faintly

As a whisper out of
range,

While my drums beat
out the message

And the rhythms
never change.

Equality, and I will
be free.

Equality, and I will
be free.

You announce my ways
are wanton,

That fly from man to
man,

But if I’m just a
shadow to you,

Could you ever
understand?

We have lived a
painful; history,

We know the shameful
past,

But I keep on
marching forward,

And you keep on
coming last.

Equality, and I will
be free.

Equality, and I will
be free.

Take the blinders
from your vision,

Take the padding
from your ears,

and confess you’ve
heard me crying,

And admit you’ve
seen my tears.

Hear the tempo so
compelling,

hear the blood throb
in my veins,

Yes, my drums beat
nightly,

And the rhythms never
change.

Equality, and I will
be free.

Equality, and I will
be free.

“A Dream
Deferred”( A Raisin in the Sun)

By Langston Hughes

What happens to a dream deferred?

Does it dry up

like a raisin in the sun?

Or fester like a sore—

And then run?

Does it stink like rotten meat?

Or crust and sugar over—

Like a syrupy sweet?

Maybe it just sags

Like a heavy load

Or does it explode?

“Mother to Son”

By Langston Hughes

Well,
son, I’ll tell you:

Life
for me ain’t been no crystal stair.

It
had tacks on it,

And
splinters,

And
boards torn up,

And
places with no carpet on the floor—

Bare.

But
all the time

I’se
been a-climbin’ on,

And
reachin’ landin’s,

And
turnin’ corners,

And
sometimes goin’ in the dark

Where
there ain’t been no light.

So,
boy, don’t you turn back.

Don’t
you set down on those steps

‘Cause
you finds it’s kinder hard.

Don’t
you fall now—

For
I’se still goin honey,

I’se
still climbin’,

And
life for me ain’t been no crystal stair.

“Still I Rise”

By Maya Angelou

You
may right me down in history

With
your bitter, twisted lies,

You
may trod me in the very dirt,

But
still, like dust, I’ll rise.

Does
my sassiness upset you?

Why
are you beset with gloom?

‘Cause
I’ll walk like I’ve got oil wells

Pumping
in my living room.

Just
like moons and like suns,

With
the certainty of tides,

Just
like hope springing high,

Still
I’ll rise.

Did
you want to see me broken?

Bowed
head and lowered eyes?

Shoulders
falling down like teardrops,

Weakened
by me soulful cries.

Does
my haughtiness offend you?

Don’t
you take it awful hard

‘Cause
I laugh like I’ve got gold mines

Diggin’
in my own back yard.

You
may shoot me with your words,

You
may cut me with your eyes,

You
may kill me with your hatefulness,

But
still, like air, I’ll rise.

Does
my sexiness upset you?

Does
it come as a surprise

That
I dance like I’ve got diamonds

At
the meeting of my thighs?

Out
of the huts of history’s shame

I
rise

Up
from a past that’s rooted in pain

I
rise

I’m
a black ocean, leaping and wide,

Welling
and swelling, I bear in the tide.

Leaving
behind nights of terror and fear

I
rise

Into
a daybreak that’s wounderously clear

I
rise

Bringing
the gifts that my ancestors gave,

I
am the dream and the hope of a slave.

I
rise

I
rise

I rise.

Overview of
Week 1

Standards Addressed

NCTE/IRA:1; 3;
5; 7; 9; 11

MDE: 1.1; 1.2; 1.3; 1.4; 1.5; 2.1;
3.3; 3.6; 5.3; 11.2; 11.3

Read

·Narratives/Autobiographies:
Chapter II from The Narrative Life of Olaudah Equiano, Chapter IIV of The
Narrative Life of Frederick Douglass

·Poems: “Douglass” by
Paul Laurence Dunbar, and “Frederick Douglass” by Robert Hayden

Concepts/Input

·Introduce the class
to the new unit study

·Discuss various
types of narration and biographies

·Discuss Middle Passage

·Introduce
First-person Narration

·Introduce Frederick
Douglass and give a brief overview of his life and his success

·Discuss key concepts
of Douglass’ achievements in reading.

·Students will create
a “Value of Reading Collage” related to the Douglass reading.

·Introduce the
students to suffixes and prefixes

·Go over some word
deconstruction techniques

·Introduce concepts
of third-person narration

Student Assignments

Group Assignment Sheets:

·On readings from
Olaudah Equiano

·On readings by
Frederick Douglass

In Class Assignments:

·Affix worksheet

·Word deconstruction
worksheet

·Third-person
Frederick Douglass reflection writing

Homework/Assignments:

·Middle Passage
First-person narration assignment

·Frederick Douglass
found poem

Journal Reflections:

·Summary on thoughts
about the Middle Passage

·Summary of Frederick
Douglass readings

Lesson #1

Unit Title: Facing Challenges—determination

Grade Level: 9th

Week: 1/Day: 1/ Class Time: 50 minutes

Lesson Title: “Narration”

Lesson Goals: Students
will become familiar with the current unit: the concept of narration; genre
studies in African American Literature; unit requirements; and unit
descriptions.

Lesson Objectives:

·Students will be able to identify various types of
story-telling approaches associated with first-person narration: protagonist,
observer, and re-teller.

·Students will be able to distinguish between
autobiographies and biographies.

·Students will be able to analyze a personal story about
the Middle Passage, in first person narration, and develop their own account of
the event in an autobiographical form.

Activities: Today
the teacher will introduce the class to the new unit study, and go over the
class notes about the various types of narration and biographies, then there
will be a group discussion about the readingfrom Olaudah Equiano. Finally, the teacher will explain
the assignment direction sheet detailsfor the Middle Passage First-person narration assignment.

Assessment: The
students will be asked to write a reflection summary on their thoughts about
the Middle Passage in order to assess their comprehension of the direct
instruction and reading. Also, the students should write a summary that
describes the various first-person narrative perspectives in order to display
their ability to identify the various aspects of first-person narration.

Preparation:
The teacher should have previously: introduced the class
to the event referred to as the Middle Passage; made the fill-in-the-blank note
sheets; made group discussion sheets; made grade logs; and made direction
sheets for the first assignment. The students should have read Chapter 2 of The
Narrative Life of Olaudah Equiano in preparation for group discussion.

Input/Modeling:

·Introduce the unit study and requirements. The unit will
focus on: various genres of African American Literature e.g., short stories,
biographies, autobiographies, drama, poems, rap, folklore, speeches; reading
comprehension and word construction; writing skills and strategies; and will
integrate the theme of determination. Tell the students that they will be
required to keep a grade log for all assignments in this unit and a binder with
all unit assignments and note sheets. Hand out grade log and explain. (10
Minutes)

·Give students an overview of the purpose for this unit
study: to recognize and the struggles and discrimination that many African
Americans have endured; to appreciate the concept of determination and
perseverance; to understand variations and attributes of different genres; to
become familiar with the different types of narration and narrative purposes;
to improve reading and writing skills. (5 minutes)

·Go over the
Narration fill-in-the-blank notes and explain the different narrative
approaches. (15 minutes)

·Have students form groups of three and four, then discuss
and identify key sentences in the reading that describe the Middle Passage.
Give each group worksheets that must be turned in at the end of class (every
student must turn in a group worksheet with the names of all group members).
(15 minutes)

·Give students the first assignment direction sheet,
explain the details of the assignment, and answer any student questions.
(5minutes)

Conclusion:

Remind the
students to turn in their group worksheets. Assign and hand out copies of the
reading for the next day: The Narrative Life of Frederick Douglass, Chapter
VII. Tell the students to write two reflection pieces in their journals: a
reflection summary on their thoughts about the Middle Passage, and a summary
that describes the various first-person narrative perspectives. Also, tell the
students that they need to bring in magazines and poster board for a collage.

NARRATION

Part I: FIRST-PERSON

In Class Fill-in-the-blanks notes

There are three basic approaches to narration that authors
use when telling a story: _____(First)____________(person)_______,_____(Second)_________ _____(person)_________, and ______(Third)______________(person)________ .

First-Person Narration uses the ___(“I”)____. The “I”
can be the main character, an observer, or someone re-telling the story. This
type of narration is used to explicitly display the narrator’s
_____(feelings)_________, ______(thoughts)_________, and ____(emotions)______;
the events center around these attributes of the narrator.

First-Person
narration can be broken down into three subcategories:

First-Person _____(Protagonist)______

In this type of
narration, the “I” is the _____(main)___________(character)________ telling the story.

EX: I couldn’t believe my dog got out
of the yard; I thought the gate was locked. I was so scared that I went and
drove around until I found him. When I finally found him, I was so relieved.
Next time I’ll make sure the gate is locked.

First-Person _____(Witness)_________

This type of
narration integrates the _____(observation)_____ of ___(other)________(people)_____ (he/she) with the“I” personal opinion included.

EX: I couldn’t believe my dog got out
of the yard; I thought the gate was locked. When I finally found him, he was so
excited to see me, he jumped around and wagged his tail; he couldn’t wait to
get back home.

First-Person
_____(Re-teller)_____

In this type of
narration, the story is from someone who was ____(not)___ _____(present)______
during the event, but they are giving their own personal
______(rendition)______or______(account)_____ of the story.

EX: I can’t believe the meter –man
left the gate open; he didn’t know that I have a dog because my dog was inside,
but my dog has a doggy door that he can go through whenever he wants. He didn’t
man to leave the gate open. In fact, he actually thought that it was closed,
but when I came home it was open, and my dog was gone.

AUTOBIOGRAPHY: An autobiography is the biography, or
story of that person’s life events, told form that person’s point of view.
(Just like Equiano)

BIOGRAPHY: A biography
is a description of someone’s life or experiences told from someone else’s
point of view.

Middle
Passage First-person Protagonist Assignment Direction Sheet

Assignment Description: For this assignment, I would
like you to research and read more about the Middle Passage, and then re-tell
the story, in first-person protagonist narration, as if you were the person who
endured the hardships of the Middle passage.

Purpose: For this assignment I want you to
recognize some of the key concepts that are related to the Middle passage, so
that you may better understand the struggles and hardships that many of these
slaves endured. Also, I want you to engage your comprehension narration by
applying you knowledge of first-person protagonist narration to your own
original story—constructed from descriptions provided by other resources.

Directions:

1.Find at least
two different resources that describe the Middle Passage.

2.Highlight
some key sentences in the descriptive pieces, and type them one a separate
piece of paper that will be handed in with your paper.

3.Make up your
own character. Pretend that you are a slave who has endured the Middle Passage
(like Equiano); tell us your experience using first-person protagonist
narration. Treat it as though you are writing an autobiographical account of
the event.

4.Use the key
sentences to help you describe the passage, but make sure they are in your won
words.

5.Write a
reference page.

You paper
should:

·Include title page with your name, paper title, and date.

·Be at least two pages long (typed, 12pt. font,
double-spaced)

·Be in first-person protagonist narration—autobiographical
form

·Have a sentence page with the key descriptive sentences
you highlighted

Directions: These questions should be answered as a group, during group
discussion, but every individual must turn in a copy with the names of all
group members. Everyone should turn one of these sheets in. turn in this sheet,
with the group answers AT THE END OF THE HOUR! Write on the back if you need
more room.

1.Highlight some key sentences in the
reading that describe the Middle Passage and write them down.

2.How do his emotions in these
sentences help to describe the Middle Passage?

3.Does his personal account of the
Middle Passage help the description? Or do you think it would be the same if he
was just telling the story, but had never actually experienced it? Why?

4.How do personal experiences help to
describe different attributes of a story?

STUDENT NAME:_________________________CLASS:HOUR:______

UNIT: Narrative
Perspectives—Determination

Genre Studies in African American
Literature GRADE LOG

Assignment

Date:

Grade

Lesson #2

Unit Title: Narrative Perspectives—determination

Grade Level: 9th

Week: 1/Day: 2/ Class Time: 50 minutes

Lesson Title: “The
need to read”

Lesson Objectives:

·Students will be able identify and map the importance and
value of reading in their own lives by creating a reading value collage.

·Students will demonstrate their reading capabilities by
reading the text out loud.

·Students will be able to locate key words that represent
the reading, and write a found poem.

Activities:
Today the teacher will introduce Frederick Douglass and
give a brief overview of his life and his success, and then the students will
take turns reading selected sections of Chapter IIV of The Narrative Life of
Frederick Douglass out loud. After the students have read the text out loud,
the teacher will discuss key concepts of Douglass’ achievements in reading. The
teacher will then tell the students about found poems and have them write one.
Lastly, the students will be given directions for their reading-value collages,
and will begin working on them.

Assessment:
Teacher will lead a class discussion to engage the students’ interest in
reading, and also to allow the students to reflect on the value of literacy in
their own lives—discussion topics listed in input portion. The students will be
asked to write a reflection summary on their impressions of Frederick Douglass
in order to assess their comprehension of the reading material.

Preparation: In
preparation for today’s class, the teacher should: bring an overhead of an example
found poem; be familiar with the accomplishments of Frederick Douglass; bring
copies of the reading-value collage direction sheet. The students should have
read the assigned reading for the day, and should have also brought in
magazines to cut up, and a poster-board to use for their collages.

Input/Modeling:

·Give the students a brief overview and summary of
Douglass’ life and his accomplishments, explain in further detail: that he was
a slave until 1838; he became an accomplished writer and speaker; he is one of
the most predominant American abolitionists; and he helped to rally men to
fight in the Civil War; and that he attributes all of his success to his
literacy. (10 minutes)

·Then the students will take turns reading a portion of
Chapter IIV (the part where he discusses his achievement in learning to read
and write). (10 minutes)

·Next, the teacher will have a class discussion about the
material that was just read. Ask questions like:

--“Why
didn’t Mr. Auld want Douglass to learn how to read and write?”

--“Why
did Douglass feel it was so important to learn to read and write?”

--“Do
you value reading as much as he did? “Would you have endured the same struggles
in order to learn?” “Why or why not?”

--“Do
you feel just as fortunate to be able to read and write?”

--“Do
you take your literacy for granted?” “How”

--“Do
you use your reading abilities in everyday life?” “How?”

(15
minutes)

·The teacher will then tell the students what a found poem
consists of, and hand out a description sheet. After the teacher has described
a found poem, he/she will put up the example from a transparency, and will read
the found poem example out loud. The students will write their own found poem
as a homework assignment.(10 minutes)

·The students will then be given the direction sheet for
the reading-value collage, and will begin working on them in class. (15
minutes)

Conclusion: The
teacher should tell the students to find five words in the reading from today
that they don’t know the definitions of. Remind the students that their found
poems are due tomorrow, and that they should write a reflection summary on
their impressions of Frederick Douglass.

Frederick Douglass

American Slave

Torment me

New train of thought

Teach

A, B, C

Understand

Hope of being free

Learn how to read

Moved in every storm

Pathway to freedom

Took place between them

At whatever cost or trouble

Behold!

Silver trump of freedom

Learn how to read

Inspire

With a desire

Determination to learn

New sight

No other light

I succeeded

Learning to read and write

No regular teacher

Hope of being free

Abolishing

Denunciation

Emancipation

Learning how to read

Enabled me

Powerful

Vindication of human rights

Object within sight

Valuable

Bread of knowledge

Smiled in every calm

Breathed in every wind

Learning how to read and write…

Found
Poem by Grace Fisher

Found Poem Direction Sheet

A found poem is a poem
that is made up of words and phrases found in a text that represent the
concepts identified in a reading.

Directions:

1.Go
through the reading from today (Frederick Douglass), and circle words or
phrases that you feel represent the text as a whole, or that convey the
emotions and feelings of Frederick Douglass.

2.Put the
words and phrases into a special order that you feel expresses Frederick
Douglass’ point of view.

3.Title
the poem “Frederick Douglass”

4.This
poem should be typed.

5.Don’t
forget to add your name!

6.The
found poem is DUE TOMORROW!

“The Value of Reading” Collage Direction Sheet

In class we’ve been discussing the value of reading, and
the determination for literacy that Frederick Douglass had. Douglass felt that
his literacy helped him to become a successful writer and abolitionist. I want
you to ask yourself the following questions:

·“What value does reading have in my life?”

·“How did Frederick Douglass value reading?” “Why?”

·“How will reading help my success?”

·“How did reading help Frederick Douglass’ success?”

·“What role does reading play in my life?”

After you
have thought about these questions, I would like you to make a collage that
represents the value of reading in your life.

The
final project should be a poster-board collage that has pictures, texts,
and magazine cutouts that display the different things that you read on a daily
basis. It should also express the value of reading in your life. The collage
should have your name, the project name, and a title. Along with your
poster-board, you need to turn in your typed up answers to the questions
above.

You
will be given class time to work on your collages, but you are responsible for
any extra time that you need to complete the project.

The
project will be due one week from today!

Lesson #3

Unit Title: Narrative Perspectives —determination

Grade Level: 9th

Week: 1/Day: 3/ Class Time: 50 minutes

Lesson Title: “Affixes
are a word’s best friend”

Lesson Objectives:

·Students will be able torecognizethe
significance of affixes in relation to simple and complex words.

·Students will be able to identify the meanings of affixes
in relation to word construction by distinguishing between prefixes and
suffixes through definition research.

Activities:Today
the teacher will introduce the students to suffixes and prefixes. The students
will then be given an affix sheet to work on in class. After that, the teacher
will go over some word deconstruction techniques.

Assessment: The
teacher will observe the students as they read their found poems to make sure
that they are able to identify key words in the readings and form found poems.
Also, the students will have to complete and in class affix worksheet in order
to assure their abilities to identify definitions and uses of suffixes and
prefixes.

Preparation:
In preparation for today’s class, the teacher should have
previously prepared Four handouts: the in class notes, the affix work sheet,
the word, deconstruction worksheet, and the word deconstruction homework sheet.
The students should have brought their found poems to turn in.

Input/Modeling:

·Ask students if they would like to volunteer reading
their found poems, and ask them why they chose some of the words in their
poems. Then the teacher will collect everyone’s poems. (15 minutes)

·Go over the Affix Fill-in-the-blank note sheets.

(10
minutes)

·After the students have been introduced to affixes, they
will be asked to complete the in-class worksheet that will be due at the end of
class. (15 minutes)

·If the students are finished with the affixation work
sheet, then they can use the rest of class time to work on their collages.

Conclusion: The
teacher should remind the students should have circled five words in the
Frederick Douglass piece and/or poems that they were unfamiliar with for
tomorrow’s class. Also, the teacher should hand out the two poems that the
students should read in preparation for tomorrow’s class.

Affixation Fill-in-the-blank note sheet

1.____(Affixation)____
is identified as the process of adding suffixes and prefixes to a word.

2._____(Affixes)_____
can be classified as _____(prefixes)_____,______(infixes)______, and ______(suffixes)______.

3.A
_____(prefix)_____ is added to the ____(beginning)____ of a word.

EX: Unpredictable— “un-“ is the prefix for the word.

4.A
____(suffix)____ is added to the end of a word.

EX: Unpredictable— “-able” is the suffix for the word.

5.Affixes
must always be added to a ___(root)_______(word____.

EX: Unpredictable— The word “predict” is the root word.

Every
affix has its own meaning, and often changes the classification of a word.

EX:
Predict is a verb, but if we add the suffix –able it changes the word to “predictable”,
which is an adjective. (V—A)

EX: If
we add another suffix “-(il)ity” to the word “predictable”, then it turns into
the word “predictability”, which is a noun. (V—A—N)

Name:____________________Date:_______________Class
Hour:_____

Affix
Definition In-Class Work Sheet

For
the Following list of affixes:-State whether it is a suffix or a prefix

-Look in a dictionary and
find the definitions/meanings of the affixes

Write the number next to each answer

list of affixes

Definition

Example word that uses
the Affix

1.–itis

2.se-/sed-

3.meta-

4.ab-/abs

5.ecto-

6.endo-

7.intra-

8.–ary/

-ory

9.–ous

10.epi-

“Douglass”

by Paul Laurence Dunbar

(1903)

Ah,
Douglass, we have fall’n on evil days,

Such
days as thou, not even though didst know,

When
thee, the eyes of that harsh long ago

Saw.
Salient, at the cross of devious ways,

And all
the country heard thee with amaze.

Not
ended then, the passionate ebb and flow,

The
awful tide that battled to and fro;

We ride
amid the tempest of dispraise.

Now, when
the waves of swift dissension swarm,

And
Honor, the strong pilot, lieth stark,

Oh, for
thy voice high-sounding o’er the storm,

For thy
strong arm to guide the shivering bark,

The
blast-defying power of thy form,

To give
us comfort through the lonely dark.

“Frederick Douglass”

By Robert Hayden

(1962)

When it
is finally ours, this freedom, this liberty, this beautiful

and
terrible thing, needful to man as air,

usable
as earth; when it belongs at last to all,

when it
is truly instinct, brain matter, diastole, systole,

reflex
action; when it is finally won; when it is more

than the
gaudy mumbo jumbo of politicians:

this
man, this Douglass, this former slave, this Negro

beaten
to his knees, exiled, visioning a world

where
none is lonely,

none
hunted, alien,

this
man, superb in love and logic, this man

shall be
remembered. Oh, not with statues’ rhetoric,

but with
the lives grown out of his life,

the
lives fleshing his dream of the beautiful, needful thing.

Lesson #4

Unit Title: Narrative Perspectives —determination

Grade Level: 9th

Week: 1/Day: 4/ Class Time: 50 minutes

Lesson Title: “Deconstructing
Douglass”

Lesson Objectives:

·Students will be able to deconstruct unfamiliar words by breaking
apart various words through close analysis with justification for their
speculative responses by providing written examples of other words that contain
the same word parts.

·Students will be able to hypothesize meanings of
unfamiliar words by using word deconstruction techniques and through sentence
clues.

·Students will be able to interpret the meanings of poems
through group collaboration and stanza analysis (compare/contrast).

Activities:Today the teacher will hand out the word
deconstruction direction sheet, and the students will do an in-class assignment
relating to it. Then the teacher will hand out the word definition homework
sheet. Next, the teacher will have the students read the two poems about
Frederick Douglass aloud, and then they will form small groups and answers some
questions about the poems’ meanings.

Assessment: The
students will complete the word deconstruction sheet in class to make sure that
they are able to apply the techniques to deconstructing various words. Also,
the teacher should observe group activity to make sure that all students are
engaged in discussion and are able to interpret the narrative purposes of the
poems.

Preparation: The
teacher should have previously prepared three handouts in preparation for
today’s class: the word deconstruction sheet, the homework sheets, and the
group answer sheet. Also, the students should have read the two assigned poems,
and should have circled five words in the Frederick Douglass readings that they
were unfamiliar with.

Input/Modeling:

·Hand out, and review the in class word deconstruction
sheet.

(10
minutes)

·Have the students complete the worksheet. (10 minutes)

·Explain and handout the word definition homework
sheet.(5 minutes)

·Ask for volunteers to read the two poems aloud. (5
minutes)

·Students should then form small groups and discuss and
answer the group worksheets. (20 minutes)

Conclusion:
Remind the students that their first-person protagonist Middle Passage story is
due tomorrow, and their word definition sheets are due in two days. Also, tell
them to hand in their group sheets and word deconstruction in class sheets
before they leave class today.

In-Class Word Deconstruction
Worksheet

Name:________________Date:______________Class Hour:____

This worksheet will not be graded on correct
answers, but rather homework points will be given for successful completion and
effort. This worksheet must be turned in at the end of class.

Directions: To the best of your
ability/ on a separate sheet of paper write down each word on the list, and

1.Try to break down each word into the smallest units that you can
identify

(use
slash marks to break up the word).

2.List the meaning (you can guess if you don’t know) of at least one
part of the word.

3.Try and come up with another word that uses the same part of that
word, or a word that uses that similar part

(Remember: they don’t
have to be exactly the same, just similar).

4.Try to determine the definitions of: that example word, the words
part you used, and the original word (compare/contrast).

EX: Discontinuation = Dis/continu/(at)ion

1.Dis/continue/(at)ion

2. apart/reverseto persist/to go oncreates action (verb)

3. ContinueContinuum:

4. Continuum:Noun (it may help to state what kind of word it is)

It
is a continuous event that can’t be individually distinguished unless it is
separately divided, or it can be a set of all real numbers. Continue is a verb,
and continuum is a noun. They both contain the part ‘con’, which means
together, or with. They are similar because they both represent a succession or
consistency of some kind, but one word is a verb and the other is a noun. Discontinuation
is something that stops something from persisting.

(Did you noticeJ the words contain and consistency
also use the morpheme ‘con’!)

Words:

1.Ideological

2.Reutilization

3.Disequilibrium

Name:___________________Date:________________Class Hour:_____________

Definition
Research Worksheet

Complete one sheet for each individual word, so you should be handing
in

five sheets

(Use the back if necessary)

WORD:

SENTENCE:

1.
What part of speech do you think this word belongs to? Why? (What sentence
structure clues lead you to this determination?)

2. Break apart the word using word deconstruction
techniques.Do you see a root word?
What affixes do you think the word contains?

3. If possible, place meanings to the root word
and affixes. How does the process of affixation change the meaning of the word?

4. Put the meanings together and try to formulate
a prediction about what the word might mean. Justify you answers. (What brought
you to your conclusions about the word’s meaning?)

5. Look the word up in the dictionary. What is the
definition that best suits this word in the sentence? Why did you choose that
particular definition? Was the full word listed as a definition, or was it a
definition from the variation of the root word?

6. How close was your prediction to the actual
definition of the word in the sentence’s meaning? Compare and contrast your
predictions and research findings.

Group
Assignment Discussion Answer Sheet

For Reading on the poems about Frederick Douglass

Group Member
Names:________________________________________________

Directions: These questions should be answered as a group, during group
discussion, but every individual must turn in a copy with the names of all
group members. Everyone should turn one of these sheets in. turn in this sheet,
with the group answers AT THE END OF THE HOUR! Write on the back if you need
more room.

1.What are the main differences in these two poems?

2.What are the similarities?

3.Do these poems describe Frederick Douglass? If so, How?

4.Who are the poems speaking to? Explain for each poem.

5.When
Robert Hayden says “the lives fleshing his
dream of the beautiful, needful thing”, what is he referring to as “the
beautiful, needful thing”?

6.When Paul Laurence Dunbar says, “To give us comfort
through the lonely dark”, what is he referring to as “the lonely dark”? What is
he speaking about?

Lesson #5

Unit Title: Narrative Perspectives —determination

Grade Level: 9th

Week: 1/Day: 5/ Class Time: 50 minutes

Lesson Title: “The
third-person’s perspective”

Lesson Objectives:

·Students will be able to identify the key attributes of
third-person narration.

·Students will be able to apply previous readings to the
concept of narration and purpose.

·Students will be able to write a reflection about
Frederick Douglass from a third person perspective.

Activities: Today
the class will have a discussion about the group work from the previous day.
After the class discussion, the teacher will go over the in class
fill-in-the-blank note sheet about third-person narration, and then the teacher
should hand out the binder requirements sheet.

Assessment:
Teacher will engage the students in a class discussion—discussion topics listed
in input portion to assess students’ abilities to: differentiate narrative
perspectives in the two poems; compare/contrast purposes for narrative
approaches; analyze the poems’ meanings. The students will be asked to write a
reflection about Frederick Douglass from a third person perspective.

Preparation: The teacher
should have previously prepared the in class note sheet about third person
narration in preparation for today’s class, the binder requirement sheet, and
the students should have their completed Middle passage first-person narration
assignment to turn in.

Input/Modeling:

·First, the teacher will collect the Middle Passage
assignment.

·Next, the teacher will lead a class discussion about the
answers from the previous day’s group work. (15 minutes)

Ask
questions like:

“What
are the main differences in these two poems?”

“What
are the similarities?”

“Do
these poems describe Frederick Douglass? If so, How?”

“Who
are the poems speaking to? How do they display this? What

techniques do they use?”

“When
Robert Hayden says “the lives fleshing his dream of the

beautiful, needful thing”, what
is he referring to as “the beautiful,

needful thing”?

“When
Paul Laurence Dunbar says, “To give us comfort through the

lonely dark”, what is he
referring to as “the lonely dark”? What is he

speaking about?”

·The teacher will then go over the in third person
narration in class note sheet. (15 minutes)

·Then the teacher should hand out the binder requirement
sheet—thus far.

·Finally, the students will be asked to write an in-class
reflection about Frederick Douglass from a third-person perspective. (20
minutes)

·Tell the students to write a poem about Frederick
Douglass from a third-person omniscient point of view that will be due the next
class period.

Conclusion:

Remind
the students that their definition worksheets and third-person poems are due
the next class period. Make sure the students turn in their reflections at the
end of class. Hand out the readings for the next class period: speeches by
Martin King jr. “I have a Dream”, and “Speech to the Women’s Rights
Convention”, by Sojourner Truth.

NARRATION

Part II: Third-PERSON

In Class Fill-in-the-blanks notes

Third-Person Narration mentions the ___(“he/she”)____
in a story. The narrator uses the “he/she” to tell a story about someone else.
In this type of narration, the narrator is _____(rarely)_________(identified); the narrator doesn’t usually
identify _____(his or her)________(self)______ as part of the story. The narrator’s/story-teller’s
personal opinions are not identified. This type of narration often distances
the writer from the events/characters of the story.

Third-Person
narration can be broken down into three subcategories:

Third-Person _____(Omniscient)______

“Omniscient” means that they have a view as though they
are everywhere at all times.

In this type of
narration, the storyteller has __(no)_______(limitations)_____ of knowledge about the ____(story)_____,_____(persons)_____ or ____(events)_____;
the narrator/story-teller sees all and knows all. The storyteller can convey
all or some of the character’s ____(thoughts)____, _____(feelings)____, and
_____(emotions)_____.

EX: Sally couldn’t believe that her
dog had gotten out of the yard. Earlier that day, the meter-man went into the
back yard and forgot to close the gate as he was leaving Actually, he thought
he closed it, but as he was walking away, his shirt caught the gate latch and
it came loose.

Third-Person _____(Objective)_________

In this type of
narration, the storyteller can only tell the reader what they (the
narrator/story-teller) ____(saw)____, ____(heard)_____, or
_____(observed)_____. Often, this type of writing allows the reader to
construct _____(his/her)_____ own personal opinions of the character’s emotions
based on the _____(events)_____ , ______(situations)______, or
______(interactions)_____ in the story.

EX: Sally ran out of the back yard a
called out for her dog, “Skipper, Skipper…where are you Skipper”, then she
frantically got in her car and drove off. A short while after, she came back
with her dog.

Third-Person
_____(Limited)_____

In this type of
narration, the storyteller is ____(limited)____ to revealing or knowing the
thoughts, feelings and emotions of only _____(one)_____________(character)_______.

EX: Sally was so distressed when she
got home: her dog was nowhere to be found! She ran out and called his name, but
she figured the only way she would find him was to drive around and look. She
only had to drive around the block once before she saw her dog peeing in the
front yard of someone else’s house; she was so embarrassed.

BINDER/PORTFOLIO REQUIREMENTS—For 1st
Week

As
you know, you are required to keep a binder for this unit with all of your
assignments, readings and note sheets. This is just a reminder, so you are
aware of what assignments and readings we have done so far. I want you to stay
organize and to be well prepared for the binder checks at the end of this unit
study. I might have not handed some of these assignments back yet, but make
sure that you’ve at least handed them in; you should put them in your binder as
soon as they are returned! If, for some unforeseeable reason, you have not read
all the assigned readings on this list, be sure to read them because you will
be tested on the information in the readings! Remember, you can revise any
assignments and put the revisions in your final portfolio.

Readings:

·Chapter II from The
Narrative Life of Olaudah Equiano

·Chapter IIV from The
Narrative Life of Frederick Douglass, an American Slave

·“Douglass” by Paul
Laurence Dunbar

·“Frederick Douglass”
by Robert Hayden

In class note sheets:

·Narration Part I:
First-person

·Affixation

·Narration Part II:
Third-person

Group Assignment Sheets:

·On readings from
Olaudah Equiano

·On readings by
Frederick Douglass

In Class Assignments:

·Affix worksheet

·Word deconstruction
worksheet

·Third-person
Frederick Douglass reflection writing

Homework/Assignments:

·Middle Passage
First-person narration assignment

·Frederick Douglass
found poem

Journal
Reflections:

·Summary on thoughts
about the Middle Passage

·Summary of Frederick
Douglass readings

·Reflection about Frederick Douglass from a third person
perspective.

Coming up…

·Read speeches for
next class period: Martin King jr. “I have a Dream”,

·Students will be able to identify the key attributes of
persuasive speeches.

·Students will be able to construct a persuasive speech
about a topic that they will research.

·Students will be able to explain the various ways that
first-person perspective is used. (Compare/Contrast: Speech vs. Autobiography)

activities:
Today the teacher will have the students read their poems
and parts of the speech reading assignments aloud, and then they will form
groups to discuss the variations between first-person perspectives.

Assessment: The
teacher will observe the students as they read their poems out loud to make
sure they understand third-person narrative perspective. Observe students
during group discussion to make sure they are all participating. Have students
write a one-page personal journal reflection on the “I have a Dream” speech to
check for reading comprehension. Tell the students to include the type of
narrative perspective they are using; they should also say why they chose that
type of narration and how it is effective for this type of reflection.

Preparation: In
preparation for today’s class, the teacher should have previously prepared the
group discussion worksheet, and the speech assignment sheet. Students should
have read the Assigned speech readings for today’s lesson: Martin King jr. “I
Have a Dream”, and “Speech to the Women’s Rights Convention”, by Sojourner
Truth. The students should also have their assignments ready to turn in.

Input/Modeling:

·Ask for volunteers to read their third-person Frederick
Douglass poems. After they read their poems, ask the class what attributes help
to make the poems written from a third-person perspective. Also, ask them why
this is an effective way to write this type of poem. (10 minutes)

·Break class up into groups of three and four. Groups
should discuss and answers the questions on the discussion sheet. (20 minutes)

·Hand out speech presentation research assignment and
explain.(5 minutes)

·Tell the students to write a one page personal reflection
on the “I have a Dream” speech. Tell the to include the type of narrative
perspective they are using; they should also say why they chose this type of
narration and how it is effective for this type of reflection.

·Allow students to work on collage assignments that are
due the next day. (15 minutes)

Conclusion: Remind students that “The
Value of Reading” collages and one page personal reflections are due the next
day. Also, make sure that the students hand in the group worksheets before they
leave class.

Group
Assignment Discussion Answer Sheet

For Reading on Speeches:Martin King
jr. “I Have a Dream”, and “Speech to the Women’s Rights Convention”, by
Sojourner Truth.

Group Member Names:____________________________________________

Directions: These questions should be
answered as a group, during group discussion, but every individual must turn in
a copy with the names of all group members. Everyone should turn one of these
sheets in. Turn in this sheet, with the group answers AT THE END OF THE HOUR!
Write on the back if you need more room.

1.How does Sojouner Truth use her
personal feelings to persuade the listeners?

2.Why does Martin Luther King Jr. use
more of a story approach to persuade the listeners?

3.Which approach is more effective?
Why?

4.How do personal experiences, thought
and feelings help to encourage or persuade the audience?

5.What are the purposes for each
speech?

6.Who are the speakers talking to?

7.What type of narrative perspective are they using? Why?

Speech Research Presentation Direction Sheet

Purpose: For this
assignment, I want you to think about how speakers use narration, story-telling
and personal feeling and experiences to persuade an audience. Think about how
this type of perspective varies from the narration in autobiographies.

Directions:

·Make sure you’ve read the assigned speech readings

·Research a topic/issue and find an article about it

·Read the article and form your own opinion about the issue

·Write a persuasive speech that conveys not only your
personal thoughts or feelings about the issue, but it must also identify the
key arguments/points of the article

·You will then present your speech (read it) to the class.
Be sure to tell us who your intended audience. Your speech should be no longer
than 2 minutes.

1.For what purposes do speakers use narration,
story-telling, and personal feelings and experiences to persuade audiences?

2.What type of narration did you use in your speech?

3.Do you think these are effective techniques?

4.How does this type of narration vary from the narration in
autobiographies?

5.Do you think this type of speech writing displays a
similar perspective that is used in autobiographies? Why?

6.Are autobiographies meant to be persuasive? How?

This assignment/presentation
is due in one week!

Speech Research
Presentation Rubric Sheet

Student Name:______________________Speech Title:______________

Key: 1-Very poor,
2-poor, 3-average, 4-good, 5-excellent

Points for Speech

Points earned

5pts. Possible

Skill description

Shows knowledge of assigned readings

Displays personal opinion

Identifies key issues of the article/Persuasive

Identifies intended audience and title

No longer than 2 minutes

___________=Total
points out of 25

Points for Reflective Paper

Points
earned

5pts.
Possible

Descriptions
for paper

1-2 pages long

Correct spelling grammar and mechanics

Copy of the article used

Answers question #1

Answers question #2

Answers question #3

Answers question #4

Answers question #5

Answers question #6

___________=Total points out of
45Assignment total:_________/70pts.

Lesson #7

Unit Title: Narrative Perspectives –Determination

Grade Level: 9th

Week: 2/Day: 2/ Class Time: 50 minutes

Lesson Title: “How do
you value reading?”

Lesson Objectives:

·Students will be able to explain the purposes of
narration in persuasive speeches.

·Students will be able to present projects that represent
the value of reading in their lives.

·Students will be able to identify the most significant
uses of reading in their lives.

activities:
Today the teacher will lead a class discussion about the
topics from the previous day’s group discussion answers, then the students will
present and explain their reading collages.

Assessment: The
teacher will have a class discussion about the group questions from the
previous day to make sure that the students understand narrative approach
techniques in speeches. Also, the students will present their “Value of
Reading” collages, which will assess their ability to apply the value of
reading to their own lives.

Preparation:
Students should have completed their reading collages in
preparation for today’s class. Also the teacher should have prepared the article
direction homework sheet handouts.

Input/Modeling:

·Go over the questions from the previous day’s group
discussion

(15
minutes)

·Students will then individually present their “Value of
Reading” collages (35 minutes)

·Handout article homework sheet

Conclusion:Give the students a round of
applause! Remind them that their article homework is due tomorrow!

Article Homework Assignment

Purpose:

For
this assignment, I want you to think about how writers use third-person
narrative perspectives to write newspaper articles that retell a specific event
in time.

I
want you to apply what you know about third-person perspectives to the art of
journalism. You should be reading some articles for your other assignment, but
if you haven’t yet, just look at some to see how they are written. After
reading the Martin Luther King Jr. speech, you probably have some strong
emotions or thoughts about the event, but for this assignment we’re just going
to focus on the facts.

Directions:

·Make sure you’ve read
the Martin Luther King Jr. speech!

·Highlight some key
statements or phrases from the speech that you think represent MLK’s purpose or
objective for giving the speech.

·Now, pretend you’re
a journalist who was an audience member during the actual speech. You have to
write an article for the newspaper that gives a summary of the speech.

·Make sure you
integrate some actual quotes from the speech.

·Don’t use “I”,
remember—this is suppose to be written from a third-person perspective.

Questions to think about and ask
your self:

-“What was MLK’s objective for the speech?”

-“Where was it given? On what day?”

-“Who were the audience members?

-“What were their impressions?”
-“Was it motivating?”

-“Was it an effective, persuasive and/or
encouraging? Why?”

-“How did he address the audience?”

THIS
ARTICLE IS DUE TOMORROW!

Lesson #8

Unit Title: Narrative Perspectives —determination

Grade Level: 9th

Week: 2/Day: 3/ Class Time: 50 minutes

Lesson Title: “The
need to succeed: determination”

Lesson Objectives:

·Students will be able to generate lists based on prior
knowledge and experiences.

·Students will be able to create a cinquain poem based on
the lecture for today.

·Students will be able to interpret lyrics to a song and
differentiate between facts, opinions and beliefs.

Activities:
Today the teacher will have the students get into groups
and brainstorm, then they will read the lyrics to a song and fill out the
three-level guide, and finally they will write a cinquain poem.

Assessment: The
students will hand in the three-level guide, which assess their abilities to
differentiate between facts, opinions and inferences. The teacher will lead a
class discussion about the three-level guides (questions for discussion listed
below). Also, the students will write cinquain poems that will assess their
understanding of the cinquain poem structure; it should also express their
feelings about determination.

Preparation:
In preparation for today’s class, the teacher should have
previously prepared the following handouts: the cause/effect pattern guide
handouts; the three-level guide handouts; copies of lyrics to the song; the
cinquain poem sheet; and copies of the folktale readings.

Input/Modeling:

·Collect article assignments that are due today.

·Have the students get into groups of three and four and
brainstorm some concepts or words that they associate with determination, and
then have the students come up and write their answers on the board. After
this, the teacher should have the class discuss the similarities and differences
in their answers. (10 minutes)

·Next, the teacher will hand out lyrics to the rap song “Nobody Knows” by Nelly and the
three-level guide that goes along with it. As the students read the song
lyrics, the teacher should play the song. (5 minutes)

·After the students
have listened to the song, they should get together in pairs and discuss and
answer the three-level guide questions.

(10 minutes)

·When the students are
finished with the three level guides, the teacher should lead a class
discussion about the statements on level three. Ask questions like:

Questions:

1. Hard
work will bring results and/or success

-How
many of you checked number one?

-Why,
Why not

-Can
things be accomplished without hard work?

-How
many of you feel better about accomplishing things if you’ve worked really
hard? Why?

2.
Graduating high School is one of the first steps toward success

-How
many of you think that success is only possible if you graduate high school?

-Okay,
so why do you think so much emphasis is put on graduating?

-How
many of you will feel good about graduating? Why?

3. When
the road gets tough try, try again

-Why do
you think this statement is so popular?

-Can
anyone apply this statement to a struggle in his or her own life?

-Do you
wish you had given up? Why?

4. Hard
work is its own reward

-Has
anyone ever really worked hard at something, but failed?

-What
did you fail at?

-Do you
think you could have done more?

-Did it
help that you knew you tried your best?

-Would
you have worked as hard as you did, even if you knew you were going to fail?

So
maybe we don’t always get what we want, but if we know that we’ve worked as
hard as we could, and then it becomes a personal reward, and gives us peace
about the situation.

5.
Anyone can succeed as long as they are determined

-So how
does that last statement compare to the next one?

-Does
determination come from within ourselves, or should we expect to get it from
someone else.

-Think
about struggles in your own life, sometimes they seem bad, but as Nelly
said…”How bad you think you got it, somebody’s got it worse than you. What do
you think about this statement?

Do you
think people forget this? Do you think it’s better to say something’s too hard,
and just forget about it. Why do you think determination and hard work are so
important?

(15
minutes)

·Finally, hand out the cinquain poem sheet: students
should write their own poem during class.

·Hand out the Cause/Effect Pattern guide for homework

·Hand out the song creation sheet for homework

Conclusion: Remind students that both
homework assignments from today are due tomorrow. Also, make sure students hand
in their cinquain poems and three-level guides before they leave class. Hand
out folktale readings and tell the students to read them for tomorrow’s class.

[Nelly]
I went through, 8 different schools in, 12 different years
That's 30 different teachers, over ten thousand different peers
And I done fought in e'ryone, been suspended e'rytime
Besides a few a felony, done committed e'ry crime
But never braggin on, just want you to see me what I done done
I'm never proud of it, so I don't have to go back there again
And uhh, I used to go like house to house (man)
Sleepin on couch to couch (you know)
Walk around stickin out my hands, lookin for a handout
Only thing I handed out was more bills
Only thing pulled me out was my will
God told me the sun don't chill
Determined to make use of one of these skills
Either that or go beat the block
Ain't no way you can beat the cops
Ain't no way I can beat the clock
Just a matter of time shut down your shop
Ohh, you stay up day and nights, livin this way of life
I was +Young and Restless+
+All My Children+ came and then I had a +Guiding Light+ (hey)
No more of that sittin mayne (c'mon) sittin and waitin
and thinkin somebody comin to take me up off them streets
But now I know..

[Chorus - Anthony Hamilton]
Nobody told me that the road would be easy, yeah
I don't believe, I've made it this far
My whole life, man I've been workin so hard and I know
Nobody told me that the road would be easy (Whoaaaaaa, that the road)
I can't believe, I've made it this far (Whoo, yeahhh)
My whole life, man I've been workin so hard and I know
I can tell you right now, I'm sayin
I could sit here and count on one hand
How many people seen me graduate
I know a few that did but a bunch that ain't (hey)
Same folks showin up in swarms, waitin for me to go on
Wantin to see Ali perform, wasn't so po' before
I became this household name
I was playin them Little League games
Nobody curred if I go 0-for-3
Nobody out hurr rootin for me but my Momma
Supported me in e'rything, "Why she get e'rything?"
Some people got the nerve to ask
Y'all can kiss my ass, and that's my Momma
Got a sister that need my help (hey) and I gave peace all with wealth
Give anything that I have, just to see her in perfect health
Now we out hurr complainin, "I got work to do" (ohh)
How bad you think you got it, somebody else got it worse than you (hey)
I done had them down and ups and, don't plan on comin back down (no)
Don't plan on leavin hurr no time soon, but I got too comfortable now
Wouldn't have no knowledge of wealth, without no knowledge of self
And I'ma keep walkin this road - my mind, body and soul
I know [echoes]

[Chorus]

[Anthony Hamilton]
I didn't knowwwww
There'd be troubles along the way (I didn't know there'd be troubles)
Nobody told me nothin (nobody told me nothin)
That would help me to ease my pain (to help ease my pain, yeah)
I've been walkin this roooooad, for forever and a day (forever and a day)
Now I've been searchin somethin (whoa-ohhh)
For someone to help me find my way (somebody help me, find my way)
And now I know

Name:_____________________________Class
Hour:______________

“Nobody Knows” by Nelly 3-Level guide

Level I

Directions: Put an X next to the statement that
can be supported by the song’s lyrics.

____1. Nelly went to school in the inner city

____2. Nelly never graduated High School

____3. C’s
get degrees

____4. Life isn’t always that hard

____5. Determination is the only thing that will
help you graduate

Level II

Directions:Put an X next to the statement that can be supported based
on facts in the song’s lyrics.

____1. Crime
leads to time

____2. Graduating
high School is one of the first steps toward success

____3. Graduating High School didn’t help Nelly’s
success

____4. Living
the “playa” life helped Nelly’s success

____5. Being afraid of failure will bring success

Level III

Directions:Put an X next to the statements that you believe to be true about life in
general

____1.
Hard work will bring results and/or success

____2.
In life: you get out what you put in

____3.
When the road gets tough try, try again

____4.
Hard work is its own reward

____5.
Anyone can succeed as long as they are determined

Name:
______________________________Class Hour:______________

CINQUAIN
POEM

A cinquain poem is made up five
lines that represent a concept. We’ve been talking about determination, and now
I want you to think about what determination means to you. Follow the
directions below for writing a cinquain, but use the word “determination” as
the first word in the poem. There is an example on this page, so don’t just
copy it, make up your own. Write your poem on this page and hand it in
before class tomorrow.

Directions
for writing a cinquain poem:

1.Line one is a word title (“Determination” for this poem)

2.Line two is two words that describe the title.

3.Line three is three words expressing an action.

4.Line four is four words expressing a feeling
(must be either a four word sentence, or two pairs of words).

5.Line five in another word for the title (one word)

Here’s an
example:

Determination

Goals, Intention

Persevering, Enduring, Believe

Personal strength of mind

Succeed

Now write
your own!

Determination

______________________________

____________________________________

_________________________________________

___________________

NAME:_______________________________Class Hour:__________

Song
Lyric Writing Homework

Purpose: I want you to think about determination and
struggles in your own life, and write a song that reflects your success and
determination of a situation.

Directions: In the space provided, or on a separate piece of
paper, write in verses, using the “Nobody Knows” chorus as your chorus line.
Write song lyrics; it can be a rap song, or another type of song. Make sure
your lyrics express the value of determination, and/or a trial that you
overcame in your own life.

Nobody told me that the road would be
easy, yeah
I don't believe, I've made it this far
My whole life, man I've been workin so hard and I know
Nobody told me that the road would be easy (Whoaaaaaa, that the road)
I can't believe, I've made it this far (Whoo, yeahhh)

Nobody told me that the road would be
easy, yeah
I don't believe, I've made it this far
My whole life, man I've been workin so hard and I know
Nobody told me that the road would be easy (Whoaaaaaa, that the road)
I can't believe, I've made it this far (Whoo, yeahhh)

Lesson #9

Unit Title: Narrative Perspectives —determination

Grade Level: 9th

Week: 2/Day: 4/ Class Time: 50 minutes

Lesson Title: “Tales
and their tellers”

Lesson Objectives:

·Students will be able to invent their own folktale that
explain how something came to be (cause/effect).

·Students will be able to recognize key attributes of
narration in folktales.

·Students will answer questions that focus on various
levels of cognitive complexities.

Activities:
Today the teacher will hand out the different level
question sheet, then the students read selected folktales out loud, and get
into groups and discuss folktales.

Assessment: The
teacher will observe the students as they read their songs aloud to see if they
understand the importance of determination. Also, the teacher will observe the
students during group discussion to see if they are able to identify the
various narrative purposes for folktale writing. The students will work on the
different level question sheet questions during class time.

Preparation: In
preparation for today’s class, the teacher should have previously prepared the
following handouts: pattern guide, group discussion sheet, and folktale
assignment. The students should have completed their song lyric homework,
cause/effect pattern guide homework sheet, and they should have read the
assigned folktales in preparation for today’s class.

Input/Modeling:

·Ask for volunteers to read, sing, or rap their songs (10
minutes)

·Collect homework assignments from the previous day.

·Hand out the level question sheet and give students time
to work on it during class. (10 minutes)

·Have the students read the three folktales out loud (15
minutes)

·Tell students to get into groups of three and four and
complete the group worksheet (15 minutes)

Conclusion:
Remind the students that their speeches and question sheets are due tomorrow.
Make sure that the students hand in their group discussion sheet before they
leave class.

Questions for
English Thematic Unit:

Directions: Answer the following questions on a
separate piece of paper.

Comparing

1.What do you think some differences in achievement would be
between someone who

endured challenges and used determination as a motivator, and
someone who gave up

and became discouraged?

Relating cause and
effect

2.What would most likely be the
results if someone worked hard and if they were

determined to succeed?

Justifying

3.Do you think that determination
would help someone succeed? Why?

Summarizing

4.What have been some of the major
points in this unit study?

Generalizing

5.Explain what this statement
means to you: Anybody has the chance for success.

Inferring

6.What would you do if you
encountered some of the same challenges that the characters

in our study faced? Do you think you would have persevered? Use
specific examples.

Classifying

7.Group the following items
according to their likelihood of succession.

a. Determination1.Failure

b. Sense of failure2.Disappointment

c. Weakness3.Expectations

d. Hope4.Success

Creating

8.Think of words related to the
word ENDURE and create and acronym for the word.

Applying

9. We’ve been reading about
struggles and determinations.

Now, write a brief summary about a struggle or challenge that
you overcame.

Analyzing

10. In accordance to the question
above: What helped you overcome that challenge?

Evaluating

11. What would
you have changed about your behavior in the situation?

Group
Assignment Discussion Answer Sheet

For Reading on Folktales

Group Member
Names:________________________________________________

Directions: These questions should be answered as a group, during group
discussion, but every individual must turn in a copy with the names of all
group members. Everyone should turn one of these sheets in. turn in this sheet,
with the group answers AT THE END OF THE HOUR! Write on the back if you need
more room.

5.How do the three author’s use
folktales to convey their messages?

6.What type narrative perspective do
the author’s use to convey their messages?

7.For what purposes do they use those
perspectives?

8.How are folktales different from
songs?

Group Assignment Discussion Answer
Sheet-- Continued

For Reading on Folktales

9.What type of language do the author’s
use in folktales? Why?

10.Does this language help to support their purpose for storytelling?

11.How are folktales similar to children’s stories? Use a specific example.

12.Do you think folktales are similar to
classic myths or legends? Why or why not?

Folktale story
assignment

Purpose: Folktales are stories that have been passed down
from generation to generation. Often times, folktales are used to explain why
things are the way they are (like in the Zora Neale Hurston story). I want you
to think about something and explain why it is this way (cause/effect). It
could be about why the sky is blue, why birds go south for the winter, etc. Use
the questions that your group discussed to think about the purposes for
folktales; I want to see that you understand this in your story.

Directions:

·First, think
about something that you want to explain why it is the way it is.

·Come up with
a folktale that explains why it is that way. Use can use any type of language
play that you’d like. Do worry about spelling!

·Type your
story in 12 pt. double-spaced font—it should be at least one page long and it
should have a title.

This
assignment will be do two days form today’s date!

Lesson #10

Unit Title: Narrative Perspectives—determination

Grade Level: 9th

Week: 2/Day: 5/ Class Time: 50 minutes

Lesson Title: “Preach
your speech”

Lesson Objectives:

·Students will be able to dramatize original speeches.

·Students will be able to display their comprehension
about narrative perspectives in speeches.

·Students will be able to present persuasive speeches

Activities:
Today the students will present their speeches

Assessment: The
students will present their speeches—check for understanding of narrative
approaches in speaking. In their reflective journals, students should write a
self-reflection about their speech presentation.

Preparation:
In preparation for today’s class, the teacher should have
previously prepared the individual speech scoring rubrics, and the binder
requirement sheet for weeks 1&2. The students should have their speeches
ready to present, and should also have their question answer homework sheet
completed to hand in.

Input/Modeling:

·Collect homework questions

·The teacher should have the students present their
speeches, and collect their speeches and papers as they present. (45 minutes)

·Before class ends, the teacher should hand out the binder
requirement sheet for week 1&2.

Conclusion:The teacher should remind the students that the
folktale stories are due the next class period. The teacher should give the
students the reading assignment for next week: “ A Raisin in the Sun”.
The teacher should tell the students to write a self-reflection about their
speech presentations.

BINDER/PORTFOLIO
REQUIREMENTS—For 1st & 2ndWeek

As you know, you are required to keep a binder for
this unit with all of your assignments, readings and note sheets. This is just
a reminder, so you are aware of what assignments and readings we have done so
far. I want you to stay organize and to be well prepared for the binder checks
at the end of this unit study. I might have not handed some of these
assignments back yet, but make sure that you’ve at least handed them in; you
should put them in your binder as soon as they are returned! If, for some
unforeseeable reason, you have not read all the assigned readings on this list,
be sure to read them because you will be tested on the information in the
readings! Remember, you can revise any assignments and put the revisions in
your final portfolio.

Readings:

·Chapter II from The
Narrative Life of Olaudah Equiano

·Chapter IIV from The
Narrative Life of Frederick Douglass, an American Slave

·“Douglass” by Paul
Laurence Dunbar

·“Frederick Douglass”
by Robert Hayden

·“I have a Dream”, by
Martin Luther King Jr.

·“Speech to the
Women’s Rights Convention” by Sojourner Truth.

·“Nobody Knows” by
Nelly

·“How Mr. Rabbit was
too sharp for Mr. Fox” by Joel Chandler Harris

·“How to Write a
Letter” by Zora Neale Hurston

·“”Why Women Always
Take Advantage of Men” by Zora Neale Hurston

In class note sheets:

·Narration Part I:
First-person

·Affixation

·Narration Part II:
Third-person

Group
Assignment Sheets:

·On readings from
Olaudah Equiano

·On readings by
Frederick Douglass

·For reading on
Speeches: Martin King jr. “I Have a Dream”, and “Speech to the Women’s
Rights Convention”, by Sojourner Truth.

Journal Reflections:

·Students will be able to complete questions based on the
six types of vocabulary tasks

·Students will be able to research various questions on
the computer as they investigate specific attributes of a web site.

Activities:
Today the teacher will ask for volunteers to read
folktales, the class will discuss the group answers on folktales, and then the
class will go to the media center so the students can use the computers for an
on-line vocabulary scavenger hunt.

Assessment: The
teacher will observe the students as they read their folktales, and engage the
class in a discussion about the previous day’s group work to check the students
understanding of the various perspectives used in folktales.

Preparation:
In preparation for today’s class, the teacher should have
reserved time in the media center for computer use, and should have also
created the on-line vocabulary scavenger hunt.

Input/Modeling:

·Ask for volunteers to read folktales aloud to the class
(10 minutes)

·Collect folktales

·Discuss group folktale assignment answers (10 minutes)

·Take students to the media center so they can complete
the on-line Scavenger Hunt. (30 minutes)

Conclusion:
Remind the students that the Vocabulary Scavenger Hunt is due tomorrow. Also,
remind them that they should have read “A Raisin in the Sun” for class
tomorrow.

Scavenger
Hunt: Six Types of Vocabulary Tasks

The purpose of this assignment is to help you become
aware of misconceptions with word use, to recognize new word meanings, to begin
to implement these new definitions into your current vocabulary, and to become
interested in word origins/etymologies.

Directions: Go to the Website www.drgrammar.org, and answer the
following questions on a separate piece of paper.The answers are DUE TOMORROW! So be sure to use this class computer
time wisely!

For Question #1

·Click on Grammar
Resources on the left hand side, click on Common list of Errors,
and then click on List of Errors.

1. Learning to read known words:

Find a word that you are already familiar with, and
that you’ve read before, but that you aren’t exactly sure what the meaning is.
List the word and give a brief explanation of its meaning.

For Question #2

·Click on Grammar
Resources on the left hand side, and then click on Commonly
confused words, and choose a word.

2. Learning new meanings for known words:

Find a word that you know the meaning of, but that
also has a meaning that you aren’t familiar with.List the word and give an explanation of your previous knowledge
of the word’s meaning, and then compare it to the new meaning that you’ve
found.

For Question #3

·Click on Word
Origins on the left hand side, and then click on World Wide Words,
and find a word.

3. Learning new words representing known concepts:

Find a new compound word, one like the ones we’ve
been working with (ex: Cyber-culture). Make sure the word contains two words
that you already know the meanings of.On the basis of your previous knowledge, make an assumption of the
word’s meaning, and justify your answers with brief definitions of your assumed
meanings.Then, look up the history of
the word and compare it the information to your assumed meaning.

For Question #4

·Click on Word
Origins on the left hand side, and then click on World Wide Words,
and find a word.

4. Learning new words representing new concepts:

Find a word that you’ve never heard of, and then
look up the definition. After you’ve found the definition, look up the
historical origin of that word. How does the historical origin compare to the
definition?

For Question #5

·Click on Grammar
Resourceson the left hand side, and then click on Notorious
ConfusablesorCommonly Confused Words, and choose a pair
of words.

5. Clarifying and enriching the meanings of known
words:

Find two words that are similar, having only one
letter difference. Pick two words that you are not able to distinguish the
meanings of. List the words and explain how the words differ in their meaning.

For Question #6

·Click on Word
Origins on the left hand side, and then click on World Detective,
and choose a word.

6. Moving words into students’ productive
vocabularies:

Find a word that you understand the definition of,
but that you rarely use in your writing. What is the word? What is its meaning?
How could you use it in a common sentence? Write a common sentence using the
word.

Possible
Answers for Scavenger Hunt

Each student’s answers
will vary because they will each choose different words, but the basic outline
of answer construction should be the same.

Ex: Answers

1. Learning to read new words: Consensus—An agreement or compromise
between a group/groups of people—a general agreement.

2. Learning new meanings for known words: Spine—The part of a book that holds the
pages together. The spine is generally referred to as the part of the
back.The spine of a book is similar to
the spine of the back because they are both centered, and because they are both
located in the back or foundation of the body/book.

3.Learning new words representing known concepts: Post-Modern—A name that is used to
represent recent literature—texts that have arrived after the Modern
literature. Most of these texts have been written within the last forty years.

4.Learning new words representing new concepts: Derivation—a term that is used in English
to represent the affixation changes of root and base words that change the
lexical category and the meaning of those words. Derivation originated in the
East Asian countries as a term that was used to measure the changes in number
continuums.It relates to word
derivation because they both represent change.

5. Clarifying and enriching the meanings of known
words: Allusion/Illusion—Allusion
is an image or reference to another existing work, play, character, story, etc.
Not to be confused with Illusion, which would be considered as a false impression
or delusional perception.

6.
Moving words into students’ productive vocabularies: Syntax—Used as
a term that represents the internal structure of a word.

“The
sentence’s syntax was brilliant and perfectly constructed”.

Lesson #12

Unit Title: Narrative Perspectives—determination

Grade Level: 9th

Week: 3/Day: 2/ Class Time: 50 minutes

Lesson Title: “I’m
talkin’ to YOU!”

Lesson Objectives:

·Students will be able to identify the aspects of
second-person narrative perspective.

·Students will be able to apply what they know about
second-person narrative opinion piece by writing a letter to one of the
characters from “A Raisin in the Sun”.

Activities:
Today the teacher will go over the in class notes, read a
poem out loud, and will discuss key concepts of drama script (drama vs.
narrative). Then the students will form groups and answer the questions on the
group worksheet.

Assessment: The
students will be asked to write a second person narrative letter to one of the
characters from the play in order to display their comprehension of
second-person narrative; it will also assess their comprehension of the drama
script reading. The teacher will observe the students during group work to
determine if they are able to identify key aspects of narrative in relation to
drama (compare/contrast). The students should also write a reflective journal
entry about the poem “equality” that will assess their ability to make
inferences about the intended audience; they must justify their responses.

Preparation:
The teacher should have previously prepared the in class
note sheet, and copies of the second-person narrative poem to hand out to the
class, and the second-person perspective homework assignment sheet. The
students should have read “A Raisin in the Sun”, in preparation for group
discussion.

Input/Modeling:

·Collect students’ Vocabulary Scavenger Hunt answers

·Go over the in class note sheet (10 minutes)

·Read the poem “Equality” aloud to the class, and explain
how it relates to second-person narrative. (10 minutes)

·Students should form groups of three and four and answer
the questions on the group discussion sheet. (20 minutes)

·Hand out second-person perspective homework assignment.

Conclusion:
Remind the students to hand in their group discussion sheets before they leave
class. Also, remind the students that their homework is due tomorrow. The
students should also write a reflective journal entry about the poem “Equality”
–ask them to think about who they believe the intended audience is, who the
speaker is, and what clues led them to these conclusions.

NARRATION

Part III: Second-PERSON

In Class Fill-in-the-blanks
notes

Second-Person
narration is very different from the other writing approaches. It is the least
common approach of storytelling out of all three approaches, and it is usually
thought of as the most difficult to write.

This
type of narrative approach uses the ___(“you”)___ as the ____(listener)____, or
the _____(person)____ being ____(spoken)______(to)____. The “you” is not always clearly identified.

When
writing in this type of narrative style, a writer should always make sure that
the ___(reader)___ is able to ___(identify)___ ___(who)___ the “you” is
____(referring)___ to. Generally, the “I” is also identified because the “I” is
telling their feelings, thoughts or emotions to the “you”.

EX: I
can’t believe you let my dog out of the backyard. You just came to check the
meter, but I thought that you would have made sure that the gate was closed.
You’re inconsiderate behavior really upset me.

Group Assignment Discussion Answer Sheet

For Reading on “A Raisin in the Sun”

Group Member
Names:________________________________________________

Directions: These questions should be answered as a group, during group
discussion, but every individual must turn in a copy with the names of all
group members. Everyone should turn one of these sheets in. turn in this sheet,
with the group answers AT THE END OF THE HOUR! Write on the back if you need
more room.

1.How does drama script differ from
general story telling techniques?

2.Could you identify a narrator in the
story?

3.What attributes/elements of a story
and the characters does drama script leave out?

4.How does the character dialogue help
to tell the story?

5.If you were to see this play
preformed, what attributes would help to tell the story?

6.If the script were always the same,
then why would various performances of the play be different?

Second Person Narrative Homework Assignment

Purpose: As you have observed, drama and second person
narrative are very different from each other, and they are both very different
from general storytelling techniques. I want to make sure that you can
comprehend drama script reading, and also that you understand how second person
narrative is used.

Directions:

·Pick a
character from “A Raisin in the Sun” and think about something they did, or
didn’t do, that you have an opinion about.

·I want you to
write a letter to that person, describing your feelings—using a second person
narrative approach, but don’t identify yourself in the letter.

·You letter
should be at least one page long, you can hand write it if you’d like.

·Make sure you
identify the character that you are speaking to.

YOUR LETTER IS DUE TOMORROW!

EQUALITY

By Therese Howard

You declare you see
me dimly

Through a glass
which will not shine

Thought I stand
before you boldly

Trim in rank and
marking time

You do own to hear
me faintly

As a whisper out of
range,

While my drums beat
out the message

And the rhythms
never change.

Equality, and I will
be free.

Equality, and I will
be free.

You announce my ways
are wanton,

That fly from man to
man,

But if I’m just a
shadow to you,

Could you ever
understand?

We have lived a
painful; history,

We know the shameful
past,

But I keep on
marching forward,

And you keep on
coming last.

Equality, and I will
be free.

Equality, and I will
be free.

Take the blinders
from your vision,

Take the padding
from your ears,

and confess you’ve
heard me crying,

And admit you’ve
seen my tears.

Hear the tempo so
compelling,

hear the blood throb
in my veins,

Yes, my drums beat
nightly,

And the rhythms
never change.

Equality, and I will
be free.

Equality, and I will
be free.

Lesson #13

Unit Title: Narrative Perspectives—determination

Grade Level: 9th

Week: 3/Day: 3/ Class Time: 50 minutes

Lesson Title: “Everyone’s
got a different story to tell”

Lesson Objectives:

·Students will be able to identify extraneous elements
that help to tell a story in performance and film.

·Students will be able to develop two narrative approaches
to the same story.

·Students will be able to recognize various perspectives
of the same story.

Activities:
Today the teacher will go over the discussion questions
from the previous day and then students will watch the same part of two
different movies based on the play “A Raisin in the Sun”. Finally, the students
will be given the perspective worksheet as homework.

Assessment: The teacher will ask the students questions about the group
discussion form the previous class, in order to assess their
ability to identify how drama relates to and differs from storytelling
narration. Also, the students will create two perspectives for the same story
in order to display their understanding of multiple perspectives.

Preparation:
In preparation for today, the teacher should have brought
two versions of the movie “A Raisin in the Sun” (based on the play). The
teacher should have brought copies of the perspective assignment to hand out to
the students. Also, the students should have their letters ready to hand in.

·Discuss the major differences in the movies. Discuss how
these different elements alter the narrative perspectives and intended audience
reactions to the play. Discuss how the movies differ from the play version—what
attributes help to tell the story in the movie. (10 minutes)

·Hand out perspective writing homework sheet

·Hand out readings for next class period

·Hand out the Langston Hughes poem and reflection
directions.

Conclusion: Remind
students that the multiple perspectives writing homework is due tomorrow. Also
remind students to read the short Maya Angelou Biography and the poems for
tomorrow.

Name: ________________________________Class
Hour:____________

Multiple perspective story writing homework

You
may write in the space provided to complete the first part of this assignment,
but the second par must be typed and double-spaced, using 12pt. font.

Purpose: The
purpose of this assignment is to help you to see that there are always two
sides to every story (if not more), and as readers, we must always be aware
that there are multiple ways to read stories. Just because two people read the
same story doesn’t mean that they view it the same, and just because we are
only given one character’s perspective, it doesn’t mean that that is the only
way to look at the story. Begin to think about these things as you read the
assigned readings, start to think about how the other characters feel about
what is happening, and think about the different ways that different readers
would view the stories.

Part
I.

Directions: Think
about an argument that you had with someone else, and try to remember all of
the details. If you don’t want to put the person’s name, you don’t have to,
just make one up. In the space below, write a brief story/summary of what
happened, why the argument occurred, why you felt you were right, and your
feelings about the outcome. Don’t worry, you won’t be judged on my opinion of
the situation, just be honest, but no profanity! If you need more room, use the
back of this sheet.

Now, in the space below, write a brief
summary/story from the other person’s, or another person’s perspective. Write
it as if you were that person, so it should read like a first-person narrative.
Don’t bring your opinions about the situation into the other person’s
perspective—I don’t care who’d right or wrong—try and become that person and
tell the story how you think they would.

________________________________________________________________________________________________________________________________________________________________________________________________________________________Don’t
forget Part II on the next page!

Part II.

Directions: For the second part of this assignment pick
one of the following situations provided, or make up your own, and make up a
story that follows the concept of dual perspectives. I want you to make up a
story that would have two completely different explanations about what
happened. Remember, for each story you may be a different gender, age, etc., so
you may need to use a different tone or a different writing style. Make sure
this part is typed and double-spaced, using 12pt. font. You should write two
stories, one story from each of the different perspectives.

Maybe write stories about…

·A car accident: the person that got hit, and the
person that caused the accident.

·A breakup: the person who broke up with the other
person, and the person who got their heart broken

·Someone served the wrong food: the customer, and the
waiter/waitress.

·A bad grade: the teacher, and the student

·A store robbery: the cashier, and the robber

·You can come up with your own, but make sure it has
two different views about the situation.

Journal Reflection Directions

Lorainne Hansberry got the title “A Raisin in the Sun”
from a Langston Hughes poem. I’d like you to read the poem by Langston Hughes
and think about how the drama relates to it. Write a 1-page journal reflection
about how the different authors use the concept and phrase “A Raisin in the
Sun”. What does this title, “A Raisin in the Sun” refer to in both the drama
and the poem? Which piece do you think expresses the concept better?

“A Raisin
in the Sun”

By Langston Hughes

What happens to a dream deferred?

Does it dry up

like a raisin in the sun?

Or fester like a sore—

And then run?

Does it stink like rotten meat?

Or crust and sugar over—

Like a syrupy sweet?

Maybe it just sags

Like a heavy load

Or does it explode?

Lesson #14

Unit Title: Narrative Perspectives—determination

Grade Level: 9th

Week: 3/Day: 4/ Class Time: 50 minutes

Lesson Title: “Turning
TV into a biography”

Lesson Objectives:

·Students will be able to identify the key attributes and
purposes of biographies.

·Students will be able to recognize the success and
achievement of Maya Angelou.

·Students will be able to compare and contrast the various
narrative approaches between selected poems.

Activities:
Today the teacher will give a brief review of the
elements in a biography, and the teacher will discuss Maya Angelou with the
class. The students will then read the selected poems out loud: “Still I rise”
by Maya Angelou, and “Mother to Son” by Langston Hughes. The teacher will hand
out the binder/portfolio requirement direction sheet, and will review for the
unit exam.

Assessment: The
teacher will have the students convert their knowledge of a television
character into a short biography summary in order to display their ability to
differentiate between biographies and autobiographies. The teacher will go over
the summary exam sheet in order to ensure the students’ knowledge of the main
concepts in this unit study. Also, the teacher will discuss the variations of
narrative perspectives in the poems for today, in order to assess the students’
ability to identify specific narrative perspectives.

Preparation:
In preparation for today’s class, the teacher should have
previously prepared three class handouts: exam concepts review sheet,
binder/portfolio requirement sheet, and the TV-BIO homework sheet. The students
should have read the assigned reading for the day, and should have also
completed the multiple perspective story homework.

Input/Modeling:

·Collect Multiple Perspective Story homework

·Give a brief review of the key attributes and purposes of
biographies, and discuss Maya Angelou’s biography summary with the class.

(15 minutes)

·Students should read selected poems out loud, and then
engage in a class discussion about the narrative approaches and purposes for
each poem.

Discussion
questions like:

-“What
are the purposes of these poems?”

-“Are
the messages clearly related? How”

-“What
approaches do the authors use to convey their messages?”

-“Do
you think one approach is better than the other?”

-“Is
the message more clearly identified in one of the poems?

How?”(10 minutes)

·Review for exam, and handout review sheet. Answer any
questions that students may have. (20 minutes)

Conclusion: Remind
students that the exam is tomorrow, and that their TV-BIO homework is also due
tomorrow.

“Mother to Son”

By Langston Hughes

Well,
son, I’ll tell you:

Life
for me ain’t been no crystal stair.

It
had tacks on it,

And
splinters,

And
boards torn up,

And
places with no carpet on the floor—

Bare.

But
all the time

I’se
been a-climbin’ on,

And
reachin’ landin’s,

And
turnin’ corners,

And
sometimes goin’ in the dark

Where
there ain’t been no light.

So,
boy, don’t you turn back.

Don’t
you set down on those steps

‘Cause
you finds it’s kinder hard.

Don’t
you fall now—

For
I’se still goin honey,

I’se
still climbin’,

And
life for me ain’t been no crystal stair.

“Still I
Rise”

By Maya Angelou

You
may right me down in history

With
your bitter, twisted lies,

You
may trod me in the very dirt,

But
still, like dust, I’ll rise.

Does
my sassiness upset you?

Why
are you beset with gloom?

‘Cause
I’ll walk like I’ve got oil wells

Pumping
in my living room.

Just
like moons and like suns,

With
the certainty of tides,

Just
like hope springing high,

Still
I’ll rise.

Did
you want to see me broken?

Bowed
head and lowered eyes?

Shoulders
falling down like teardrops,

Weakened
by me soulful cries.

Does
my haughtiness offend you?

Don’t
you take it awful hard

‘Cause
I laugh like I’ve got gold mines

Diggin’
in my own back yard.

You
may shoot me with your words,

You
may cut me with your eyes,

You
may kill me with your hatefulness,

But
still, like air, I’ll rise.

Does
my sexiness upset you?

Does
it come as a surprise

That
I dance like I’ve got diamonds

At
the meeting of my thighs?

Out
of the huts of history’s shame

I
rise

Up
from a past that’s rooted in pain

I
rise

I’m
a black ocean, leaping and wide,

Welling
and swelling, I bear in the tide.

Leaving
behind nights of terror and fear

I
rise

Into
a daybreak that’s wounderously clear

I
rise

Bringing
the gifts that my ancestors gave,

I
am the dream and the hope of a slave.

I
rise

I
rise

I
rise.

Binder/Portfolio Requirements Direction Sheet

Your portfolios should include all of the writing
assignments, and other projects or reflections that we have done for this unit.
Also, make sure that you include all of the handed out readings. If, for some
unforeseeable reason, you have not read all the assigned readings on this list,
be sure to read them because you will be tested on the information in the
readings! Remember, you can revise any assignments and put the revisions in
your final portfolio. If you choose to revise any of the pieces in the
portfolio, you must include a statement that will tell me what you revised, how
you revised it, and why you choose to revise it.

Your portfolio should include the following

(All neatly organized in a three-ringed binder):

·A cover page with
name, class, date, etc.

·A table of contents

·Grade log

·A reflection paper
that should identify, individually, what you have learned from the unit’s
readings, writing assignments, and discussions. (1-2 pages)

·A personal
reflection about your goals, and aspirations for the future, and how you plan
to achieve these goals. State how determination and perseverance will help you
to achieve these goals.

·Any revision
statements along with revisions and original pieces

Readings:

·Chapter II from The
Narrative Life of Olaudah Equiano

·Chapter IIV from The
Narrative Life of Frederick Douglass, an American Slave

·“Douglass” by Paul
Laurence Dunbar

·“Frederick Douglass”
by Robert Hayden

·“I have a Dream”, by
Martin Luther King Jr.

·“Speech to the
Women’s Rights Convention” by Sojourner Truth.

·“Nobody Knows” by
Nelly

·“How Mr. Rabbit was
too sharp for Mr. Fox” by Joel Chandler Harris

·“How to Write a
Letter” by Zora Neale Hurston

·“Why Women Always
Take Advantage of Men” by Zora Neale Hurston

·“A Raisin in the
Sun” by Lorraine Hansberry

·“A Raisin in the
Sun” by Langston Hughes

·“Equality” by
Therese Howard

·Short biography of
Maya Angelou

·“Mother to Son” by
Langston Hughes

·“Still I Rise” by
Maya Angelou

Completed In class note sheets:

·Narration Part I:
First-person

·Affixation

·Narration Part II:
Third-person

·Narration Part III:
Second-person

Completed
Group Assignment Sheets:

·On readings from Olaudah
Equiano

·On readings by
Frederick Douglass

·For reading on
Speeches: Martin King jr. “I Have a Dream”, and “Speech to the Women’s
Rights Convention”, by Sojourner Truth.

Journal
Reflections:

·One-page
self-reflective journal entry on the “I have a Dream” speech

·“Raisin in the Sun”
reflection

YOUR PORTFOLIO WILL BE DUE THE FIRST DAY OF NEXT WEEK!

TV—BIO Assignment

Purpose: We’ve
recently been studying biographies, and a couple of weeks ago we look at some
autobiographies. I want you to be able to understand, and think about, how biographies
are written, how they relate to stories, and how third-person narration helps
to create them.

Directions:

·Watch a television show, sports game, news show, etc.

·Pick a character or person from the program.

·Write a 1 ½ -2 page biography on that person

·If you choose a character from a show, write the
biography on the character, not the actor/actress.

·If there are facts about the person, like their age, that
you’re unsure of, be creative and just make something up that seems reasonable.

·Be sure to write the biography like to one we looked at

·Don’t include “I”

·If you have any personal opinions about this
person/character, then they should be stated as facts, not as your opinion.

·Remember, this should be written from a third-person
narrative perspective because you are basically telling a story about someone
else.

This
Assignment is DUE TOMORROW!

EXAM Review Sheet

Narrative
Perspectives—Determination Unit Exam Review

In preparation for tomorrow’s
exam, you should be able to:

·Comprehend all the readings from this unit

·Identify the various narrative perspectives that are used
in the readings

·Match the readings to their genres

·Recognize all three types of narrative perspectives and
their sub-categories

·Explain what narrative perspectives are best used in
various genres of writing

·Apply word deconstruction techniques to interpret
meanings of words

·Separate prefixes and suffixes from root words

·Recognizethe significance of affixes in relation
to simple and complex words.

·Evaluate purposes for various narrative perspectives

·Compare and contrast different genres

·Compare and contrast different narratives

·Determine what genres are best used for various
perspectives

·Recall facts about various authors

·Match the authors to their writing

·Develop various genres of writing using multiple
perspectives

·Recognize key facts about the Middle Passage

·Apply previous readings to the concept of narration and
purpose

·Identify the key attributes of persuasive speeches

·Recognize key attributes of narration in folktales

·Identify extraneous elements that help to tell a story in
performance and film

Lesson #15

Unit Title: Narrative Perspectives—determination

Grade Level: 9th

Week: 3/Day: 5/ Class Time: 50 minutes

Lesson Title: “Test
time!”

Lesson Objectives:

·Students will be able to display their knowledge of the
unit’s readings

·Students will be able to demonstrate their knowledge of
the concepts taught in this unit.

Activities:
Today the teacher will collect the TV—Bio homework, and
will hand out the unit exam.

Assessment: The
teacher will have the students take a comprehensive exam that covers the
concepts taught in this unit, in order to assess their level of understanding.

Preparation:
For today, the teacher should have previously prepared
handouts of the unit exam. The students should have studied for the exam, and
they should also have their TV—BIO assignments ready to turn in.

Input/Modeling:

·Collect student homework

·Go over the exam directions, and hand it out to the
students (50 minutes)

Conclusion
Make sure all the students hand in the exam, and remind
them that their portfolios are due the next class period.

Narrative Perspectives—Determination

Unit Exam

Name:
_________________________Class Hour:___________

Directions:

Please carefully read the directions and
questions for each section of the exam. Don’t forget to put your name on
this exam sheet! If you have questions about any of the exam questions,
please feel free to quietly come up and ask me. Be respectful to your
peers, and keep quiet during the examination; if you finish early find
something to do—quietly, to yourself. You will have the whole class hour to
finish the exam. Be sure to double-check your answers! Don’t hurry through the
exam; this is not a race—take your time. Cheating of any kind is not permitted!
If you are caught cheating you will automatically receive a zero on the exam,
and it may cause you to fail this course. We are all smart learners, so I
expect only the best from you. Good Luck!

1. Directions: Match the
appropriate genre to the readings in the space provided

D______1.The Narrative Life of Olaudah Equiano

C______
2.“Douglass”

C______
3.“Frederick Douglass”

F______
4.“I have a Dream”,

G______
5.“Nobody Knows”

H______
6.“How Mr. Rabbit was too sharp for Mr. Fox”

H______
7.“How to Write a Letter”

H______
8.“Why Women Always Take Advantage of Men”

C______
9.“A Raisin in the Sun”

A______
10.“A Raisin in the Sun”

C______
11.“Equality”

C______
12.“Mother to Son”

C______
13.“Still I Rise”

A.Drama

B.Letter

C.Poem

D.Autobiography

E.Biography

F.Speech

G.Song

H.Folktale

2. Directions: In the
space provided, identify if the readings are written in first-person, second
person, or third-person narration.

FP___________________1.The Narrative Life of Olaudah
Equiano

TP___________________
2.“Douglass”

TP___________________3.“Frederick
Douglass”

FP___________________4.“I
have a Dream”

FP__________________5.“Nobody Knows”

TP___________________6.“How
Mr. Rabbit was too sharp for Mr. Fox”

SP___________________
7.“How to Write a Letter”

TP_________________
8.“Why Women Always Take Advantage of Men”

TP__________________
9.“A Raisin in the Sun” by Langston Hughes

SP___________________10.“Equality”

FP___________________11.“Mother
to Son”

SP/FP___________________
12.“Still I Rise”

Directions:
Circle the correct answer for the following questions

3. In this type of
narration, the story is from someone who was not present during the event, but
they are giving their own personal rendition or account of the story.

A.
Third-person omniscient

B. First-person
re-teller

C.
Third-person objective

D.
First-person protagonist

E. Second person

4. In this type of narration, the storyteller can only tell the reader
what they (the narrator/story-teller) saw, heard, or observed. Often, this type
of writing allows the reader to construct his/her personal opinions of the
character’s emotions based on the events, situations or interactions in the
story.

A.
Third-person omniscient

B.
First-person re-teller

C. Third-person objective

D.
First-person witness

E.
Second person

5. What type of narration would the following
passage be described as?

Sally was so distressed when she got home: her dog
was nowhere to be found! She ran out and called his name, but she figured the
only way she would find him was to drive around and look. She only had to drive
around the block once before she saw her dog peeing in the front yard of
someone else’s house; she was so embarrassed.

A.
Second person

B. First-person re-teller

C.
Third-person objective

D.
First-person protagonist

E. Third
person limited

6. What type of narration
would the following passage be described as?

I can’t
believe you let my dog out of the backyard. You just came to check the meter,
but I thought that you would have made sure that the gate was closed. You’re
inconsiderate behavior really upset me.

A. Second
person

B. First-person re-teller

C.
Third-person objective

D.
First-person protagonist

E.
Third person limited

7. What
type of narration would be used in an autobiography?

A.
Second person

B.
First-person re-teller

C.
Third-person objective

D. First-person protagonist

E. None
of the above

8. What type of narration
would be best used in a police report?

A.
Third-person objective

B.
Third person limited

C.
First-person re-teller

D. First-person
protagonist

E. None
of the above

9. What type of
narration would be best used in a folktale or story?

A.First-person

B.Second
person

C.Third-
person

D.None of
the above

10.
Write a brief complaint about this class, to me (your teacher), using second
person narration.Answers will vary

Directions: Circle
the correct answer for the following questions

15. If the word ‘active’ is used as an adjective and you
add the affix –ate, it makes the word

A.a verb

B.a noun

C.an adverb

D.it
remains an adjective/ there is no change

16.
What is the root of the word ‘unreachably’?

A.reachable

B.unreach

C.reach

D.reachably

17. What part of speech is the root word in the word
‘happiness’?

A.Adjective

B.Adverb

C.Noun

D.Verb

18. What
affixes would represent the process of affixation as (A—V—N) to make a
variation of the word ‘modern’ ultimately a noun?

A. (ize)able

B. (ize)(at)ion

C. (en)ity

D. (at)ion

19. Word Deconstruction

Directions: Answer the
questions to the best of your abilities. You don’t have to use complete
sentences for parts A, B, and C, but you need to for part D. Use word
deconstructions techniques.

Use the word ‘Antidisestablishmentarianism’to
answer the following questions:

A. Try to break down the word
into the smallest units that you can identify

(Use dashes to break up the
word). List any suffixes and prefixes and roots that are prevalent in this
word.

Correct answer is:
Anti/dis/establish/ment/ar/ian/ism

Looking for at least the identification of the

-prefixes: /Anti/ dis/

-suffixes: /ment/ism/

-root /establish/

B. Interpret the meanings of
the affixes in this word. How does each individual affix alter the meaning of
the word?

Looking for at least the lexical categories, and basic meanings of the
previously requested affixes:

/Anti/-N (against, opposite)

/dis/-V (apart, reversed)

/ment/-N (creates a noun)

/ism/-N (belief, practice)

C. Identify the root word. What
does it mean? What part of speech does it belong to?

-Must identify the exact root word: establish

-Must give a basic definition of the word: to generate, to introduce,
to put

into effect

-Must identify that the root word is a verb

D. Try to establish a valid
conclusion of the word’s definition. What part of speech does it belong to? Use
the meanings and applications of affixation to support your conclusion.

-Must list various affixes,
root word, and combine their meanings: Anti=against, opposite /dis=apart, reversed/ establish= to generate, to
introduce, to put into effect/ment=creates a noun/ism=belief, practice.

-Pull meanings together to form a hypothesis of word’s meaning (does
not have to emulate exact meaning, but must show that student can form a
comprehensive meaning through a simulation of word structuring).